一直以来，中国高中生英语学习呈现费时, 效率低下, 语言使用不熟练等诸多问题。教师话语作为语言输入的重要资源之一, 深深影响着学生的语言习得。因此, 教师必须充分利用课堂话语, 为学生提供高质量的语言输入, 提高学生学习效率。近年来，越来越多的本土英语教师加入国内高中英语教师队伍为该领域研究提供了更丰富的研究资源, 更使得中外英语教师课堂话语对比研究成为可能。 本文运用课堂观察、课堂录音、问卷调查和访谈等方法, 试图对该研究问题进行回答，即中国和外籍英语教师口语课堂教师话语有哪些异同？为了全面回答该问题，提出了四个子问题，即: (1) 中外教师话语比重分别多少？两者有什么不同吗？(2) 中外教师课堂提问类型有何不同？各类提问所占时间比例有什么不同吗？ (3) 在反馈方面, 中外教师在内容反馈和评价反馈中使用的时间比例是多少？有何不同？(4) 中外教师在理解核实、确认核实和澄清请求中所使用的时间比例是多少？有什么不同吗？ 为了回答以上问题，笔者首先选择了研究对象, 即对六位英语教师的口语课程进行观察和记录。根据 iFias 软件和记录音译文本的结果, 从话语量、提问方式、反馈方式、交互式调整类型等方面对两组教师进行了比较分析, 并使用 T 检验探讨了它们是否具有显著差异。此外, 还对学生问卷调查和教师访谈进行了进一步的分析, 探讨了两组教师之间异同的原因。 研究发现: 第一, 中外教师话语量没有显著差异, 两组教师的话语量较低, 这表明两组口语课体现了以学生为中心的教学模式。第二，中外教师在使用不同类型的问题上存在显著差异。外籍教师参考性的使用频率较高, 中文教师更倾向于使用展示性问题。第三, 话语反馈的使用存在显著差异;中文教师更喜欢内容反馈。评价反馈没有差异。他们都使用了许多评价反馈, 其中正面评价比负面评价更常用, 而简单的表扬和认可是最常用的。第四,中外教师在交互调整模式选择上存在显著差异;中文教师更倾向于使用理解核实,而外籍教师则倾向于使用确认核实。这两组教师使用的澄清要求较少。 问卷调查和教师访谈进一步表明, 中外英语口语教师具有自身的特点,并受到多种因素的影响, 如教学方法和教学理念等。两组教师之间存在着差异和相似之处,没有好坏之分。根据研究结果，建议英语教师应通过观察、分析、反思、提高课堂教学效果。

It is an undeniable fact that Chinese high school students’ English learning is time-consuming and inefficient, and students’ language use is not proficient. The teacher talk as one of the important resources of input influences students’ language acquisition. Therefore, it is necessary that the teacher make use of the classroom discourse and provide high-quality input for students to improve their learning efficiency. The fact that more and more native English teachers are becoming high school English teachers provides abundant research resource, which makes the comparative study of Chinese and foreign English teachers’ classroom discourse possible. Using the classroom observation method, audio-recording, questionnaire and interview methods, the following research questions try to be answered: What are the differences and similarities of teacher talk of the native and non-native oral English teacher? In order to answer the above question, it is divided into four sub-questions as follows: (1) What is the proportion of the native and foreign teacher talk respectively, in the classroom teaching? What is the difference between the two? (2) What are the question types used by native and non-native teachers? What is the proportion respectively? (3) What is the proportion of time used by native and non-native teachers for discourse feedback and evaluation feedback? What is the difference between the two? (4) What is the proportion of time used by native and non-native teachers for verification check, confirmation check and clarification request? What is the difference between the two? In this research, first, the author chooses the research subjects, that is, six English teachers who are, then, observed and recorded. According to the result of the iFIAS software and the recording transliteration text, the two groups of teachers are compared and analyzed in terms of discourse volume, questioning method, feedback mode and interactive modification type, and see whether they have significant difference by using sample T test. In addition, questionnaires and teacher interviews are conducted to further analyze the results and explore the reasons for the similarities and differences between the two groups of teachers. It is found that first, there is no significant difference in the proportion of native and non-native teachers’ talk and the discourse quantity of two groups of teachers is low, which shows that oral class of the two groups embody the student-centered teaching mode. Second, there are significant differences between native and non-native teachers in the use of different types of questions. The frequency of the use of referential questions by foreign teachers is higher, and Chinese teachers prefer to use the display questions. Third, there are significant differences in the use of discourse feedback; Chinese teachers tend to use more discourse feedback than native English teacher. There are no differences in the use of evaluative feedback. They have all used many evaluation feedback, of which positive evaluations are used more than negative evaluations, and simple praise and simple recognition are used most. Forth, there are significant differences between native and non-native teachers in the choice of interactive modification mode; Chinese teachers prefer to use comprehension check, while foreign teachers tend to use confirmation check. The two groups of teachers use less clarification requests compared to the other modes. The questionnaire data and the teacher interview further show that Chinese and foreign oral English teachers have their own characteristics and are influenced by many factors such as teaching methods and teaching concepts. There are differences and similarities between the two groups of teachers, which is unable to judge which one is better than the others are. It is suggested that native and non-native teachers should improve the sensitivity and effectiveness of discourse use by observing, analyzing, reflecting, thus improving the effect of classroom teaching.