簡介：華中師范大學碩士學位論文外語學習焦慮，語言學習策略的使用及外語成績關系的研究姓名樊友紅申請學位級別碩士專業(yè)學科教學英語指導教師張應林20070401⑨碩士擘住論文MASTER’STHESIS學生使用學習策略愈多，他的成績就愈好，他的外語學習焦慮感就愈低。反之，學生使用學習策略愈少，他的成績就愈差，他的外語學習焦慮感就愈高。筆者對語言焦慮，語言學習策略的使用對成績的影響進行探討，期望本研究能使教師對學生的學習策略的使用及學習焦慮在外語教學中所起的作用有進一步的了解，從而幫助學生更好地學習外語。關鍵詞外語學習焦慮語言學習策略及使用；外語成績

簡介：湖北大學碩士學位論文教師對角色、語言學習和教學實踐觀念的個案研究姓名龐詠蘭申請學位級別碩士專業(yè)課程與教學論指導教師王志茹20070501ABSTRACTTEACHERS’BELIEFSHADAGREATERINFLUENCETHANTEACHERS’KNOWLEDGEONTHEWAYTHEYPLANNEDTHEIRLESSON,ONTHEKINDSOFDECISIONSTHEYMADEANDONTHEIRGENERALCLASSROOMPRACTICE．THEREISAGROWINGBODYOFEVIDENCEINDICATINGTHATTEACHERS’BEHAVIORSAREHIGHLYINFLUENCEDBYTHEIRBELIEFS，WHICHINTURNARECLOSELYLINKEDTOTHEIRRULES,TOTHEIRVIEWSOFTHEWORLDANDTOTHEIRCOMPREHENSIONSOFTHEIRPLACEWITHIT．ALTHOUGHTHESIGNIFICANCEOFTEACHERS’BELIEFSHASBEENRAISED,MOSTARTICLESINCHINESEJOURNALSJNSTINTRODUCEBELIEFTHEORIES,LACKINGINEMPIRICALSTUDIES．BESIDES,MOSTOFTHERESEARCHESCONCERNINGEFLTEACHERS’BELIEFSINCHINAWEREUNDERTAKENINCOLLEGES．HOWEVER,SOMEURGENTINNOVATIONSINHI【GHSCHOOLEFLTEACHERS’PROFESSIONALDEVELOPMENTSHOULDALSOBEONTHEAGENDA．ABOVEALL,EVENTHOUGHMANYRESEARCHERSADOPTEDQUESTIONNAIREASTHEIRAO∞SSTODATACOLLECTION,BUTTHEDATAGATHEREDINTHEQUESTIONNAIRESWEREMERELYUSEDINTHEIRQUALITATIVEANALYSIS．FEWDEVELOPEDASCALETRYINGTOIDENTIFYTEACHERS’BELIEFSINAMORESYSTEMATICWAY．BASEDONTHEPREVIOUSWORKOFCATEGORIZATIONOFTEACHERS’BELIEFS，THEAUTHORDESIGNEDASCALEWITHTHREESUBEATEGORIES一BEFIEFSABOUTTHEROLESOFLEARNERS＆TEACHERS,BELIEFSABOUTLANGUAGELEARNINGANDBELIEFSABOUTTEACHINGPRACTICE．THERESEARCHINVESTIGATEDATOTALOF27EFLHIGHSCHOOLTEACHERS’BELIEFS．ASELFREPORTQUESTIONNAIREWASADOPTEDTOINVESTIGATETHESTATUSQUOOFTHEIREXPLICITBELIEFSASWELLASTHEINFLUENCEOFTEACHERS’VARIABLESONTHEIRBELIEFS．SOFTWARESPSS13．0WASUSEDTOANALYZETHECOLLECTEDDATA．MEANWHILE,INTERVIEWSANDJOURNALWRITINGWEREEMPLOYEDTOPROBETHEIRIMPLICITBELIEFSANDTESTIFYTHERESULTOFTHEPREVIOUSSTATISTICALREPORT．FIRSTOFALL,THESTATISTICALDESCRIPTIONREPORTEDTHAT27PARTICIPANTTEACHERSPOSSESSFAIRLYPOSITIVEBELIEFSABOUTTHEROLES,LANGUAGELEARNINGANDTEACHINGPRACTICE，BUTTHEIRBELIEFSABOUTTHEMLESVARYMOREGREATLYTHANTHEOTHERTWOSUHEATEGORIES．AMONGTHEPERSONALVARIABLES,TEACHERSAGE．INITIALANDFINALQUALIFICATIONDONOTINFLUENCETEACHERS’BELIEFSSIGNIFICANTLY,BUTTEACHERSAGEANDYEARSOFTEACHINGARENEGATIVELYCORRELATINGWITHTEACHERS’BELIEFS,ESPECIALLYYEARSOFTEACHING,WHICHISHIGHLYCORRELATINGWITHBELIEFSABOUTTHEROLESANDCANPREDICTITTOTHEEXTENTOF16．8％．INADDITION,THEREISCORRELATIONSHIPBETWEENTHETHREESUBEATEGORIES一BELIEFSABOUTTHEROLESOFLEARNERS＆TEACHERSARCSIGNIFICANTLYANDⅡ

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簡介：遼寧師范大學碩士學位論文運用第二語言學習策略培養(yǎng)學生的自主學習能力姓名何呂旗申請學位級別碩士專業(yè)學科教學（英語）指導教師董廣才20021201EMPLOYTHELEARNINGSTRATEGIESTOFOSTERTHESTUDENTS’PAGES39I。EARNINGAUTONOMYINSECONDLANGUAGELEARNINGLUQIHENOVEMBER，2002ONTHEHASISO{【HCLINGLISHCUR}。ICUIIJMCRITERIH『XDCRIMONTALDRAFLL．THETNSKNILINGISHC『TJRK，INHASLCEDUCIITJTRLAISRAGEAREHKF．0IIOWSSLIROL1INTEAND{LOS{211LHESTUJONLS’INLER’ESLN1EHRLIFLGLNGISHI、ILN1THEIRSCIICONRIDORICOANJSCLI一OSLOCMIORMGOODLE￡TRNINGHAHILSANDEFICICALCFLL‘NINGSLI’HTCG【OSTOEVELOPTHESTUDENTS’1EFTR}LINGAUTONO蛉ANDEOOPERATIVOSPIRLT，ZHMSMAKEASOL；DL’OUNDATIO乳{10FTHELR1{FE{ONG1CAFN{NG軸111|CVCI¨0MCNL．1HEFTNTT¨EFCRITOI‘IADEMANDSTHATWESHOULDLNTEGR}ILETHEUSEFFHFNINGSTFAFEGIOSWITHTHEFOST．EL“INFFOF1EARNINGAUTONOMYCIOSULY．TH輯T；S．；ONRNINGSLRATEGYJSNGUARANTEEROFSTUDENTSTOIMPROV2THL2IR【EARNINGE盯ICIENCYANDDOVELOPTHEIR】EARNINGAUTONOMYLANGUAGEERRNINGSTRATEGIESALEMETHODSANDSTEPSCONSCIOUSLYSELECTEDBYLANGUAGE1E}|LRLLEVSSOASTOIMPROVETHEIRLANGUAGEPROFIEIENCY．THESTUDYBEGANNTHEMJD1970S．OVERTHEPAST30YEARS。MUCHRESEARCHHASBEENDONEONL“NDGL’CATACHIEVEMENTSHAVEBEENMADE，WHICHCONCERNMAINIYWITHDEFIF“LIINSANDCLASNI【’ITATI1NS。THEDIF’FERENEEHELWEENSTRATEGYEMPLNY；NHANDSTF’；N。譬VTRAINING．BHTUPLODALE，STUDIESONTHESLRATEGIE,RUSQ|HYMIDD|、SCH¨ISTUDENTXHAVEJLJSIBEGANSOMERESEARCHERSHAVEPJANNEDTONVESLI㈤IETHESTRATEGIESUSODBYSENORMIDDLESCHOATSTUDENTSINTEASCHOOLS¨．；IANGSUPROVIRICEBYMEANSORQUESLINNAIRES，NTERVIEWSANDMAKINGDJARJES．,E}LFNINGAUTONOMYSHNABILITYF、OFTHEI2ARNORSTOCMRLROLTHEJREARNING

簡介：天津師范大學碩士學位論文計算機輔助語言學習實效性研究姓名韓杰申請學位級別碩士專業(yè)學科教學英語指導教師貢群秋20030801ABSTRACTCOMPUTERSHAVELONGBEENREGARDEDASAPOTENTIALTOOLFORACCELERATINGTHELEARMNGOFAFOREIGNLANGUAGETHEREFORE，ALOTOFRESEARCHERSHAVEAAEMPTEDTODEMONSTRATETHEEFFECTIVENESSOFCOMPUTERASSISTEDLANGUAGELEARNINGCALLTHEPURPOSEOFTHISSTUDYISTOQUANTITATIVELYANALYZETHEEFFECTIVENESSOFCALLINLANGUAGELEARNINGASCOMPAREDWITHTRADITIONALINSTRUCTION，WITHTHEINTENTOFDETERMININGTHEOVERALLEFFECTIVENESSOFCALLINTHISFIELDTHISPAPERBEGINSWITHADESCLIPTIONOFLEARMNGTHEORIESTHATCANSUPPORTTHEUSEOFCOMPUTERSINTEACHINGANDLEARNINGITISFOLLOWEDBYADESCRIPTIONOFTHEDEVELOPMENTOFCOMPUTERUSEINEDUCATIONANDHISTORYOFTHERESEARCHONTHEEFFECTIVENESSOFCALLINTHEENSUINGSECTIONSACONTROLLEDEXPERIMENTDESIGNEDTOTESTTHEEFFICIENCYOFCALL也THEEN酉ISHCOURSETOTHESEVENTHGRADERSISPRESENTEDTOSTUDYIFCALLCANPROMOTEENGLISHLEARNERS、ACHIEVEMENTEVIDENTLY，COMPAREDWITH訂ADMONALMETHODSOFINSTRUCTIONTHERESULTOFTHEEXPERIMENTCOMPARINGCALLWITHTRADITIONALCLASSROOMINSTFL戚ONSUGGESTSTHATUTILIZINGTHEFULLPOTENTIALOFCAMCALLINCREASEINSTRUCTIONALEFFECTSCALLCALLPROMOTETHELEARNINGACHIEVEMENTOFAFOREIGNLANGUAGEKEYWORDSCALLENGLISHTEACHINGANDILCAMINGCONSTMETIVISMTHEORYMDTIMEDIATEACHINGEXPERIMENT4

簡介：上海師范大學碩士學位論文第一語言習得是第二語言學習的障礙嗎姓名黃徐娟申請學位級別碩士專業(yè)教育指導教師顧大僖20050301LANGUAGEACQUISITIONISAGENETICALLYDETERMINEDCAPACITYTHATA11HUMANSAREBORNWITHITISIMPORTANTTECOGNIZETHATANYCHILDWHOISCAPABLEOFACQUKINGSOMEPARTICULARHUMANLANGUAGEISCAPABLEOFACQUIRINGANYHUMANLANGUAGESPONTANEOUSLYANDEFFORTLESSLYWHETHERFIRSTLANGUAGEACQUISITIONISANOBSTACLEORFLHELPERTOWARDSSECONDLANGUAGELEARNINGISWHATHASPUZZLEDTHOUSANDSOFLEARNERSFORLONGONLYWHENWEMAKEARESEARCHINTOTHEDIFFERENCESANDSIMILARITIESBETWEENTHEMCANWEAPPLYSOMEOFTHEKNACKSFORFIRSTLANGUAGEACQUISITIONTOSECONDLANGUAGELEARNING，THUSHELPINGTHELEARNERSANDTEACHERSTOWORKMOREEFFICIENTLYKEYWORDSFIRSTLANGUAGEACQUISITION，INTERFEREWITH，THROWLIGHTON，SECONDLANGUAGELEARNING，PRACTICEINTEACHINGENGLISHLL

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簡介：江西師范大學碩士學位論文試論中學數學語言的學與教姓名鄧通德申請學位級別碩士專業(yè)教育碩士數學指導教師劉華祥20031001AOFPROBEINTOTHELEARNINGANDTEACHINGMIDDLESCHOOLMATHEMATICLANGUAGEPOSTGRADUATESTUDENTOFEDUCATIONOFGRADE2001MATHSANDINFORMATIONCOLLEGEJIANGXINORMALUNIVERSITYDENGTONGDEABSTRACTLANGUAGESERVESTHETOOLFORPERCEPTIONANDTHUSMATHEMATICLANGUAGEPERFORMSTHEFUNCTIONOFASPECIALLANGUAGEINHIGHSCHOOLMATHEMATICSTEACHINGITDIFFERSFROMNATURALLANGUAGEINTHATTHEADOPTIONOFSYMBOLLANGUAGEISCHARACTERIZEDOFCONCISIONANDABSTRACTNESSINTHEAPPROACHANDCONSEQUENTLYPRESENTSLANGUAGEDIFFICULTIESTOSTUDENTSMATHEMATICLANGUAGEHOWEVERPROVESTOBEAPOWERFULTOOLTOCOMPREHENDCONCEPTIONIDENTI廳GRAPHCARRYOUTCALCULATIONREASONANDDEMONSTRATEMATHEMATICLANGUAGETEACHINGHASBECOMECRITICALINMIDDLESCHOOLTEACHINGWHILEONTHEOTHERHANDITHASBEENATACHEDNOIMPORTANCEOWINGTOTHETRANSMISSIONOFKNOWLEDGETHINKINGFOSTERINGANDTHEABUSEOFTESTITEMSINTHEOPERATIONTHISPRACTICEHASTHEREFORERESULTEDINOBSTACLESINTHECOURSEOFLEARNINGTHEREISNODOUBTTHATTHERESEARCHINTOTHISFIELDREVEALSGREATWORTHINESSANDISOFFUNDAMENTALIMPORTANCETHISESSAYPRESENTSSTRATEGYFORTHEACHIEVEMENTOFTHEGOALFOCUSINGONTHEDETAILSASFOLLOWING1TOPROBEINTOTHECHARACTERISTICSOFMIDDLESCHOOLLANGUAGETEACHINGANDTHEFACTORSINTERFERINGWITHTHESTUDENTSACQUISITIONHOPINGTOGIVECLUESANDHINTSTOCOLLEAGUES2TODISCOURSEUPONTHEMAJORDIFFICULTIESINMIDDLESCHOOLMATHEMATICLANGUAGETEACHING3TOPRESENTTHESENSEANDIMPORTANCEOFMIDDLESCHOOLMATHEMATICLANGUAGETEACHINGANDTHECORRESPONDINGFUNCTIONS4TOINTRODUCETHERELATIVESTRATEGYANDSKILLFORENHANCEMENTCOMBININGWITHPERSONALTEACHINGEXPERIENCEANDTHEEXISTINGPROBLEMSKEYWORDSMATHEMATICLANGUAGETHEMIDDLESCHOOLMATHEMATICLANGUAGELEARNANDTEACHTHETEACHINGSTRATEGY

簡介：ABSTRACTTHEMATHEMATICALLANGUAGEISAMEDIUMCARRYINGMATHEMATICSTHOUGHT，SELWESTHETOOIFORMATHEMATICSACTIVITYSOMESTUDIESSHOWTHATTHEMATHEMATICSLANGUAGEABIL姆HASMUCHTODOWITHMATHEMATICSABILITYRECENTLY，MATHEMATICSLANGUAGEISGRADUALLYCONCERNEDINMANYWAYSFORITSFUNCTIONTOMATHEMATICSLEARNINGTHEEISSOMERESEARCHESINTOMATHEMATICSLANGUAGE，BUTLITTLERESEARCHINTOPARTICULARMATHEMATICSCONTENTTHESOLIDSGEOMETRYISANIMPORTANTCURRICULUMINPRECOLLEGECLASSES，BUTTHEQUESTIONNAIREANDINTERVIEWSTOTHESENIORHI曲SCHOOLSTUDENTSHOWTHESENIORHI曲SCHOOLSTUDENTSSOMETIMESCANNOTUNDERSTANDANDMASTERTHESOLIDGEOMETRYKNOWLEDGEVERYWELLJUSTDUETOTHEMATHEMATICSLANGUAGEPMBLEMTHEREISNODOUBTTHATTHERESEARCHINTOTHISFIELDREVEALSGREATWORTHINESSANDFUNDAMENTALIMPORTANCETHISESSAYFOCUSESONTHEDETAILSASFOLLOWS1，TOINTRODUCETHEMEANINGSANDSTUDIESOFMATHEMATICSLANGUAGEMATHEMATICSLANGUAGEISOILEOFTHENATUREOFMAN圯M8LICSITATTACHCSGREATIMPORTANCETOMATHEMATICSLEARNING2TODISCOURSEUPONTHEMAJORPROBLEMOFMATHEMATICLANGUAGELEARNINGANDTEACTANSABOUTTHESENIORHI曲SCHOOLSTUDCM’SLEARNINGTHESOLIDSGEOMETRYTHROUGHTHETESTANDSURVEYOFSMDEMSANDTHEINTERVIEWOFTEACHERS，WEHAVEFOUNDMATHEMATICSLANGUAGEPROBLEMLIESINMANYWAYSINVOLVINGDIFFICULTIESINDRAWINGSOMEGEOMETRICPICTURES，MATHEMATICSLANGUAGEEXPRESSIONBARRIER，ANDERE3TOINTRODUCETHERELATIVESTRATEGIESANDSKILLSFORENHANCEMEM，COMBINING、析TLLPERSONALTEACHINGEXPERIENCEANDTHEANALYSISABOUTTHEEXISTINGPROBLEMSKEYWORDSMATHEMATICLANGUAGEPROBLEM，THESENIORHI曲SCHOOLSTUDENT，THESOLIDSGEOMETRY，THETEACHINGSTRATEGIES

簡介：西南大學碩士學位論文通過教材的合理使用培養(yǎng)語言學習策略基于初中教材GOFIT的語言學習策略訓練姓名張涵申請學位級別碩士專業(yè)外國語言學及應用語言學指導教師楊曉鈺20100401IV西南大學碩士學位論文的隱性訓練、顯性歸納式訓練以及策略訓練評估等環(huán)節(jié)。此研究嘗試解決以下問題基于新目標英語教材使用的策略訓練對提升學生的英語學習策略有效嗎策略訓練結束后用同樣的調查問卷和第二次訪談對策略訓練的效果進行評估，發(fā)現實驗對象整體的策略使用頻率相對于訓練前有明顯增加，尤其在社會情感策略的使用頻率上增加顯著，但在元認知策略的使用上提高不明顯。研究結果表明教師可以通過新目標英語教材的合理使用成功培養(yǎng)初中生的英語學習策略，對學生進行英語學習策略的訓練是必要且有效的。本研究給中學英語教師提供了一個可供參考的基于教材使用的英語策略訓練方式。此外，本研究對英語教材的編寫者也是一個啟示，為他們在教材中更好地體現英語學習策略提供了依據。然而此項研究也存在一些局限和問題，如研究時間受限、研究樣本不足等。但只要中學教師們能合理運用教材開展策略訓練，是可以提升初中學生的英語學習策略的。關鍵詞英語學習策略；新目標英語；策略訓練；教材使用

簡介：一_。。，’V9霉疑、6■一一索取號鰻墨墨箜Z筻墨L二一F_密級一二壘玨一J’。南客耀勉’太孽O，一，，，’，?！褚灰弧耙灰唤?育碩I、士專業(yè)擎位二‘；～，霪毒固。1、一，?！?。一一二。J一‘一，～。一一‘一一’，，，，，一‘一，‘O一一一‘77一中，學英語課堂中的動態(tài)生成牲提問。I～一、。。?！?、I～、V、專芝≥及其對語言學習者的影響一、、‘，L。，’、‘UNPLANNEDQUESTIONSANDTHEIREFF、ECTOH’LANGUAGELEARNING，一一一。、、’一一‘，R，、J?！荩m。77THECASEOFHIGHSEHOOLENGLISHLANGU刪ASSROOMS。、I一、_’墨■。。、、R，一0O‘～‘芋作，J者一。7、、’；露舅鹺爹系R‘O一J五≯一，二一，R。指導教師≈，。一7。。’’，學科專業(yè)’二一O。一’一’◆答辯時間；，。7日7，1。JIOJ≯，黃小燕、一。，。，外國語學院、，一，瀏學惠副教授一|I’1?！?‘I，一|、一，、一、■、、’、一～J窖警摯亨’‘一～。J”JJ豢’’／?！?005年N月，ABSTRACTTHEPRESENTRESEARCH，BASEDONTHETHEORIESOFSL～INTERACTION＆CONSTRUCTIVISM，ANDUSINGCLASSROOMBASEDAPPROACH，SETSOUTTODESCRIBETHEFEATURESOFPLANNED＆UNPLANNEDQUESTIONSINCHINESEHIGHSCHOOLENGLISHCLASSESINVOLVINGTHREETEACHERSOFDIFFERENTEXPERIENCESTHESTUDYINCLUDESRATIOOFPLANNEDQUESTIONSANDUNPLANNEDQUESTIONS；THEIRDISTRIBUTIONINDIFFERENTPHASESOFCLASSROOMTEACHING；TYPESOFQUESTIONSRAISEDBYTHETHREETEACHERSSEPARATELY；NUMBERSOFTURNSANDWORDSCONTAINEDINTHESTUDENTS’ANSWERSAROUSEDBYPLANNED＆UNPLANNEDQUESTIONSRESPECTIVELY；ASWELLASDESCRIPTIONABOUTTHEEFFECTOFUNPLANNEDQUESTIONSONSTUDENTS’AFFECTTHESTUDYATTEMPTSTOFINDOUTHOWTEACHERS，BYUSINGUNPLANNEDQUESTIONS，FACILITATESTUDENTS’LANGUAGEACQUISITIONANDPOSITIVEATTITUDETOWARDSLANGUAGELEARNINGRESULTSOFTHERESEARCHSHOWTHATINCHINESEHIGHSCHOOLENGLISHCLASSES，PLANNEDQUESTIONS，TOGREATEXTENTOUTNUMBERTHEUNPLANNEDQUESTIONS，WHICHSETSUSCONTEMPLATINGABOUTTHEAPPROPRIATERELATIONSHIPBETWEENTHEPRESETANDINSTANTANEOUSTEACHINGRESOURCES；UNPLANNEDQUESTIONINGTAKESPLACEWHENTEACHERSSTUDENTSFACETHEGENUINEINFORMATIONGAP，WHICHTENDSTOPROMOTEMORECOMPREHENSIVEINPUTINTOOUTPUTOUTOFSTUDENTS；CREATERELAXINGATMOSPHERELIABLE。TOINITIATEGENUINEINTERACTION，ANDLEADTOLEARNERS’AFFECTIONTOWARDSTHETARGETLANGUAGEANDLANGUAGETEACHERSMEANWHILE，THERESULTSREVEALTHEINTERRELATIONSHIPBETWEENTEACHERS’BACKGROUNDANDUNPLANNEDQUESTIONSWITHTHEPURPOSEOFPROBINGINTOTHENECESSITYOFREFORMINGLANGUAGETEACHERS’BELIEFSKEYWORDSHIGHSCHOOLENGLISHLANGUAGETEACHINGTEACHERTALKUNPLANNEDQUESTIONSLANGUAGELEARNINGLEARNERS’AFFECT

簡介：ABSTRACTTHECLASSROOMISANIMPORTANTSETTINGWHERESECONDLANGUAGELEARNINGISEXPECTEDTOTAKEPLACE。FORMANYOFL2LEARNERS，ITISALMOSTTHEONLYPLACEWHERETHEYHAVEREGULARCONTACTWITHTHETARGETLANGUAGE，WHICHISMUCHTHECASEINCHINATEACHERTALKASEXTERNALCONDITIONSFORLANGUAGELEARNINGPLAYSANIMPORTANTPARTINYIELDINGFAVORABLELINGUISTICENVIRONMENTSFORLEARNERSTOENGAGEINWITHINTHECLASSROOMRESEARCHSETTING，L2CLASSROOMISUSUALLYDESCRIBEDBYANALYZINGBOTHITSLINGUISTICCHARACTERISTICSANDITSCONVERSATIONALINTERACTIONCHARACTERISTICSHOWEVERSOMEHOW，RECENTRESEARCHLITERATUREISBIASEDTOWARDINTERACTIONANALYSIS，ANDINPUTANALYSISISLACKING，WHICHNEEDSTOBEREMEDIEDCONFRONTINGTHISSHORTAGE，THEPRESENTSTUDYINTENDSTODESCRIBETHEINPUTFEATURESOFTEACHERTALKINCHINESEHIGHSCHOOLENGLISHCLASSROOMTHEPRESENTSTUDYDESCRIBESLINGUISTICFEATURESOFENGLISHTEACHERS’CLASSROOMTALKINTERMSOFSIXAREAS，NAMELYAMOUNTOFTEACHERTALK，FUNCTIONALDISTRIBUTIONOFTEACHERTALK，RATEOFSPEECH，VOCABULARYRANGEINTEACHERTALK，SYNTACTICFEATURESANDMODIFICATIONSINDISCOURSEBYUSINGCLASSROOMOBSERVATION，THESTUDYYIELDSTHEFOLLOWINGFINDINGSTEACHERDOMINATESTHECLASSROOMS；TAKINGUPMOSTOFTHETALKINGTIMEINCLASS，SUPPLYINGLITTLEOPPORTUNITYFORTHESTUDENTSTHERATIOOFMOTHERTONGUEANDTARGETLANGUAGEINTEACHERTALKISUNSTABLETHERANGEOFTHEFUNCTIONALDISTRIBUTIONINTEACHERTALKISLIMITEDANDTHESPEEDVARIESGREATLYTHETYPETOKENRATIOISLOWWITHANAVERAGEOF018，WHICHINDICATESALIMITEDRANGEOFVOCABULARYUSE；THEAVERAGEUTTERANCELENGTHIS741，WHICHINDICATESARELATIVELYLOWLEVELOFGRAMMATICALCOMPLEXITYWHILEINTERMSOFACCURACYTHETEACHERSMAKEFEWMISTAKESASFULLSENTENCESISCONCERNED，SOGENERALLYSPEAKING，THELINGUISTICFEATURESINTERMSOFINPUTQUALITYISSATISFACTORYSOFARASTHECOMPREHENSIONISCONCERNED。HOWEVERITISNOTSATISFACTORYTOTBELANGUAGEACQUISITIONSOFTHESTUDENTSASITCONTAINSLESSVARIEDANDLESSCOMPLICATEDINPUT，WHICHDOESNOTCONFORMTOTHECOMPREHENSIBLEINPUTTHEORIESFI11ALSOTEACHERVARYTHEIRLANGUAGEACCORDINGTOTHECONTENTOFTHELESSONS，TEACHERSACTDIFFERENTLYDEPENDINGONTHETEACHINGCONTENTTHERESULTOFTHEPRESENTSTUDYCALLONONEHANDILLUMINATEPEDAGOGNNAMELYTHAT