摘　要

教师交际用语在组织课堂教学和语言习得过程中有着重要的作用。它不仅是教师能否成功执行教学计划的工具，也是学习者在外语课堂中获得可理解性目标语输入的主要来源。其次，教师良好的语言修养能帮助学生提高学习效率，同时，学习者也能更好地把握和利用教师用语。因此研究教师课堂交际用语不仅能为我们了解和研究课堂的真实情况提供理想的视角，而且可以为我们如何引导学生积极参与课堂活动提供灵感，为学习者创造交流信息、表达思想的课堂环境和机会，使学习者通过交际促进自身的语言学习。本文通过文献研究把握了国内外在分析提高课堂交际用语有效性策略方面的一些研究成果，以及对现阶段初中英语课堂教学用语使用情况进行了调查，揭示了教师在使用课堂交际用语中所存在的问题，探究了提高初中英语课堂交际用语有效性的途径。

关键词：教师交际语言；英语教学；有效性

Abstract

Communicative teacher talk, as the main aspect of teachers’ behavior, plays a critical role in the language teaching and learning in class. It serves not only as a tool of accomplishing teaching goals, but also as a resource of students’ acquiring comprehensible second language input. In fact, teachers who have great proficiency in language help students to improve the efficiency of study, at the same time; students can make a better use of communicative teacher talk to learn the target language. Therefore, research in communicative teacher talk provides us not only ideal perspective of exploring a real classroom but also aspiration that how to guide students to participate in class activities and exchange information as well as express ideas. The thesis aims at finding the current situation of the use of communicative teacher talk in junior high school English classes by grasping the information from the present domestic and foreign research results to reveal the existing problems in using communicative teacher talk. The ultimate purpose of the thesis is to improve the effectiveness of communicative teacher talk in junior high school English classes. 

Key words: communicative teacher talk; English teaching; effectiveness

1 Introduction
   Discourse analysis is a subject of linguistics. For decades, its research areas are expanding continuously and its achievement made in many fields. Communicative language teaching characteristic of obvious professional traits is found and developed gradually by researchers. And the research of communicative teacher talk develops along with the development of discourse analysis theory. Communicative Teacher Talk refers to the language used by teachers for organizing classroom teaching and passing on knowledge to students in classroom, which not only can act as a tool of reaching teaching goals and as a resource of acquiring language for students as well. As communicative teacher talk plays an important role in language teaching, scholars both in China and abroad have begun their researches in it. Having an understanding of these findings can provide a stage for further researches of communicative teacher talk and classroom teaching, thus improving communicative teacher talk and students’ language output.