英语课堂上的教师话语不仅是教师实施教学的重要手段，也能增加学生的可理解性输入。学生作为课堂主体，其积极参与是保障课堂教学效果的关键。研究教师话语使用情况及其对学生课堂参与的影响，有利于提升课堂教学质量。所以本研究将聚焦于初中英语阅读课堂，来研究以下三个问题：（1）教师话语的使用情况如何？其话语量及演示话语、提问话语和反馈话语的使用各有何特点？（2）学生课堂参与的情况如何？行为、认知和情感三个方面的参与有何特点？（3）教师话语对学生参与是否有影响？若有，各类教师话语具体是如何在行为、认知和情感上影响学生参与的？

本研究是一个旨在分析教师话语对学生参与的影响的实证研究。研究对象为甘肃省某初中4节英语阅读教研公开课，采用的研究工具有课堂观察、问卷调查和访谈，数据分析借助了SPSS22.0软件。研究结果如下：（1）教师的三类话语均存在一定问题。演示话语量过多，感染力和启发性不足；提问话语中的展示性问题过多，参考性问题不足，提问技巧不够灵活丰富；反馈话语中的消极反馈过多，积极反馈不足且以机械笼统的简单表扬为主，缺少对学生回答的具体评价和拓展。（2）学生课堂参与质量不高。行为参与不够积极，缺乏钻研精神；认知参与以浅层次认知参与为主，深层次认知参与较少；在情感参与中，学生的成就感等积极情感参与不足，部分学生有焦虑感等消极情感参与。（3）教师话语对学生参与有显著影响。其中，过多的演示话语会阻碍学生行为参与的钻研程度，并增加学生的依赖性认知参与。提问话语有利于提高学生的专心和钻研程度，并能激活学生的思维，促使其积极思考，有助于促进学生的行为参与和认知参与。反馈话语有助于学生的行为参与，能促进学生在课堂上的专心程度；但是，过多的消极反馈会降低学生的愉悦感和成就感等积极情感参与，甚至会增加部分学生的焦虑感和受挫感等消极情感参与。

基于以上结论，本研究就英语教师的课堂话语使用提出以下几点建议：（1）教师的演示话语要适量，减少直接讲解，提高话语的感染力和启发性。（2）教师的提问要运用灵活的提问方式和提问策略，面向全体学生，鼓励其积极回答问题；而且教师要适当提高参考性问题的比例，促进学生的高阶思维发展。（3）教师要注重积极反馈，减少消极反馈，培养学生的学习兴趣和信心。当学生回答正确时，教师要给予其真诚的表扬和评价；当学生回答不准确时，教师要多引导、帮助，减少直接的否定和纠错。

In English class, teacher talk is not only an important teaching approach; it also enhances students’ comprehensive input. Students are the principal part of a class. Their active participation in class is the key to ensure the classroom teaching efficiency. Therefore, to study the teacher talk quality and its impact on students’ participation can benefit the improvement of teaching efficiency. So this research will lay a focus on the English reading class in middle school and try to answer the following questions: (1) What’s the situation of teacher talk? What are the features on its amount, presentation, questioning and feedback? (2) What’s the situation of students’ participation? What are the features on the behavioral participation, cognitive participation and emotional participation? (3) Does teacher talk have remarkable effects on students’ participation? If yes, what’s the impact of each type of teacher talk on the three participation dimensions?

This study is an empirical study that aims to analyze the impacts of teacher talk on students’ participation. The research subjects are 4 demonstrative English reading classes in a middle school in Gansu province. The research data are obtained from classroom observation, questionnaires and interviews and analyzed statistically with the aid of SPSS 22.0. The results of this research are as the followings: (1) The quality of teacher talk is unsatisfactory. The presentation talk is too much and it is not attractive or heuristic enough. As to the questioning talk, there are too much display questions but few referential questions. Besides, the teachers don’t employ sufficient questioning techniques. As to the feedback talk, there is more negative feedback than positive feedback. Besides, most positive feedback is simple praises instead of estimating or developing students’ answers. (2) The quality of students’ participation is not ideal. Students’ behavioral participation is not active and most students lack a persistent inquiring spirit. As to the cognitive participation, students are mainly involved in the shallow level cognition while there is little deep level cognition. As to the emotional participation, students lack the sense of achievement and some of them are seized by anxiety. (3) Teacher talk has a significant impact on student participation. Too much presentation talk may obstruct students from exploring knowledge and make students dependent on teacher’s presentation. The questioning talk can improve students’ concentration and persistence and activate their thinking, so it is beneficial for students’ behavioral participation and cognitive participation. The feedback talk is good for students’ behavioral participation because it can improve students’ concentration. But too much negative feedback may increase students’ anxiety and reduce their senses of achievement and fun.

According to the results, this research will put forward the following suggestions on teacher talk: (1) Teachers should use moderate amount of presentation talk, reduce direct instructions, and make their presentation more attractive and heuristic. (2) Teachers should use flexible questioning modes and strategies to encourage all students to answer questions voluntarily. Meanwhile, teachers should ask more referential questions to train students’ cognitive ability. (3) Teachers should lay more emphasis on positive feedback to build students’ interest and confidence in English learning. If students’ answers are correct, teachers should give them sincere praise and specific estimation; if students’ answers are inaccurate, teachers should help them to figure out the questions rather than deny them or correct their mistakes directly.