教师话语作为课堂活动的载体，是教师与学生交流互动的重要纽带。没有围绕学生话 语为中心的教师话语会导致师生话语无效交流的现象。本次研究基于 Walsh 提出的教师话 语评价模型(SETT)，以及作者在贵阳一中教学实践中的英语教师话语问题为出发点，试图 解决以下两个研究问题：（1）目前高中英语教师阅读课中的话语自我评价呈现的现状是什 么？ （2）促进高中英语教师阅读课话语自我评价有效性的策略有哪些？经过研究，得出 如下研究结果：教师话语评价模型（SETT）的四个模式均出现在阅读课堂中，其中材料模 式使用最频繁，技能与系统模式使用最低。相比于学生话语，教师话语占领主导地位，通 常占比整个课堂话轮的一半，且展示性问题的设置远高于延展性问题。在提供支架上，职 前教师的使用频率小于在职教师。针对自我评价模型的现状，促进高中英语教师阅读课话 语自我评价有效性的策略为：首先，教师话语要以学生为中心，尽量延展学生的话轮且使 用灵活而非预设的课堂用语。其次，教师反馈用语要基于学生回答的具体内容。最后，对 于职前教师，要积极适应职业角色并在小组活动中主动采取管理模式进行干预。 本研究聚焦于英语教师课堂提问、指令、反馈语的改进，通过深度访谈、话语编码分 类、课堂观摩、对话分析等方式收集并分析质性数据与定量数据，分析并改进教师话语对 提升学生维水平、 课堂话语质量的作用，目的是方便本土高中英语职前教师使用 SETT 框 架进行阅读课堂中教师话语的反思，进一步提高英语课堂效率和英语教学的质量，为进入 一线教学奠定基础

As the carrier of classroom activities, teacher talk serves a significant link between teachers and students. Teacher talk that is not centered on students' discourse can lead to ineffective communication between teachers and students. This study starts from the discovery of teacher talk problems in the actual teaching during the author's internship as a pre-service teacher trainee in Guiyang No.1 High School, and focuses on the improvement of English teachers' classroom questioning, instruction, and feedback under the framework of the self-evaluation of teacher talk (SETT) proposed by Walsh. Based on this, the following two research questions are addressed in this study: (1) What is the current situation of self-evaluation teacher talk in English reading course? (2) What are the strategies to promote the effectiveness of selfevaluation teacher talk in English reading course? After the research, the result shows that the current situation of the SETT framework is that all the four modes were adopted in all six teachers' reading classes, but what most frequently used was the materials mode and the skills and systems mode was less frequently used. The proportion of teacher turn is larger than the student turn, mostly accounting for the half of the whole class. While the question-answer process is common, the display questions are much more than referential questions. In terms of using scaffolding, in-service teachers take advantage of scaffolding more frequently than the pre-service teachers. And there are at least four Pedagogical Implications for the English teachers to take into consideration. Firstly, the language of teacher questioning should be student-oriented, including both display and referential questions. Secondly, teachers must learn to extend the learner turns and use flexible language. Additionally, the feedback should be student-oriented and based on students’ classroom responses. Also, pre-service teachers should take the initiative to adapt to their new roles and actively adopt the managerial mode in classroom activities. This case study collects and analyzes qualitative and quantitative data by means of interviews, discourse coding and classification, conversation analysis, and classroom observation to analyze and improve the role of teachers' talk in enhancing students' dimensionality and the quality of classroom discourse. This paper summarizes the interactive features of pre-service teachers' talk in the English reading classroom of local high schools, aiming at facilitating the use of the SETT framework by local high school pre-service teachers of English in reflecting on teachers' discourse in the reading course so as to improve the efficiency of the classroom and the quality of English teaching, and prepare for the real teachin