中国的英语教学长期以来是传统的 "教师中心 "的教学模式，教师话语量占据了课堂的大部分时间。然而，对于中国的英语学习者来说，教师话语是其语言输入的主要来源。

近年来，中国在教师话语研究方面取得了许多成果。这些研究主要集中在教师话语量、互动调控、提问、教师反馈等方面。虽然我国在教师话语的研究方面取得了一系列的成果，但与我国的实际需求还有一定的差距。近来，根据我国《高中英语新课程标准》的要求，我国的英语阅读课正逐步向 "以学生为中心 "的教学模式转变。随着中国教育改革的不断深入，《英语新课程标准》（教育部，2017）指出，高中教育的最终目标是培养学生的英语关键能力，因此，研究英语课堂上教师话语的使用情况意义重大。

本文基于输入输出假说以及互动理论，从话语量和话语质量两个方面分析，其中教师话语质量主要从教师话语的准确度、互动调控、教师提问、教师反馈四个维度出发，以课堂观察为主要研究方式，对 3 名广州某中学的三位新手高中英语教师的教师话语现状进行研究，同时结合问卷调查和半结构化访谈，收集三个班级共142名高中生的问卷，并分别对 3 名教师和6 名学生（每班2位）进行访谈，从而获取有关高中新手英语教师在阅读课上的话语量、准确度、互动调控、教师提问、教师反馈等方面的相关数据。

通过本次研究，笔者发现，新手教师大多对教育充满热情，课堂氛围较好，也尽力在阅读课上使用英语，但是由于缺乏经验和锻炼，在教学实施过程中依然存在一些不足。

基于笔者所观察到的高中新手英语教师阅读课堂上的话语现状以及存在的问题，本文主要从新手教师、师范院校、高中学校和国家教育部门四个方面，提出相关建议。

English language teaching in China has long been a traditional "teacher-centered" mode of teaching, with the amount of teacher talk taking up most of the time of the lesson. However, for Chinese learners, teacher talk is also the main source of their language input. In recent years, China has made many achievements in teacher talk research. These studies mainly focus on the amount of teacher talk, interaction modification, questioning, and feedback. Although we have made a series of achievements in the research of teacher talk, there is still a gap with the actual needs of our country.

Recently, according to the National English Curriculum Standards, our English reading classes are gradually changing to a "student-centered" teaching mode. As China's education reform develops, the New English Curriculum Standards (Ministry of Education, 2017) state that the ultimate goal of high school education is to cultivate students' core competencies in English. Therefore, it is significant to study the use of teacher talk in the English classroom.

Based on the Input Hypothesis and Output Hypothesis as well as the Interaction Theory, this thesis analyzes both the quantity and quality of teacher talk. Among them, the quality of teacher talk is mainly analyzed from four aspects: interaction modification, questioning, and feedback. In this study, classroom observation is used as the main research method to study the current status of teacher talk of three novice senior high school English teachers in a middle school in Guangzhou, China.

At the same time, the study makes use of questionnaires from 142 students and semi-structured interviews with three teachers and six students (two from each class), so as to obtain relevant data about the amount of teacher talk, accuracy, interaction modification, questioning, and feedback of novice English teachers in high school reading classes.

In this study, it is found that most of the novice teachers are passionate about education, have a better atmosphere in the classroom, and try their best to use English in the reading class, but due to the lack of experience and expertise, some phenomena exist in the process of teaching.

Based on the current state and the problems of teacher talk in the reading classes of senior high school, this thesis proposed relevant suggestions from four aspects, namely, novice teachers, teacher training colleges, high schools, and state departments of education.