语言环境对外语教学至关重要。在中国的英语教学当中，由于缺少真实的语言环境，教师话语便扮演着重要角色。因此，本研究试图对教师话语进行探究，尝试回答新手教师和专家教师话语的异同、带来异同的原因以及对英语教学的启示。基于此，研究者希望能为中学英语教学提供借鉴意义，为新教师专业发展提供帮助。

教师话语自评框架(Self-evaluation of Teacher Talk, 简称SETT)由英国学者史蒂夫·沃尔什(Steve Walsh)于2006年提出。它界定了二语教学和基础教育中课堂话语的主要特征，被广泛应用于理解课堂互动和促进教师实践方面。该框架包括四种模式，每一种模式下都包含特定的教师话语特征，并指向特定的活动目标。通过将真实课堂中呈现的教师话语和框架中的话语特征对应，教师可以对自己的课堂话语进行反思、分析和评价，并提升话语质量。

本研究是个案研究，作者聚焦于来自北京某一重点中学的三名英语教师，其中两名是新手教师，一名是专家教师。作者收集了她们的公开课视频并转写成文字版。基于文字版转写记录、课堂观察，研究者从材料模式、管理模式、技能与系统模式和课堂环境模式的角度，对三位教师的话语特征进行了分析比较，并探究了带来异同的原因。

研究发现，首先，材料模式在三位教师课堂上都占据主导地位且管理模式分布较为均衡；专家教师话语比新手教师话语多样，新手教师的课堂更为活跃。其次，学生水平和教学材料带来了教师话语分布的相似性，专家教师完备的图式和新手教师多变的语音语调及肢体语言带来了教师话语的差异性。最后，研究者提出在英语教学中，教师应该采用多样的话语模式促进学生学习，新手教师应致力于图式的完备和话语质量的提高，专家教师应适当的减少对课堂的控制和话语的权威性。基于以上发现，研究者得出教师应该根据教学材料和学生水平调整话语模式，专家教师更擅长发展学生思维，新手教师则更擅长形成活跃的课堂互动。

本研究尚有很多不足，比如样本容量小,缺少学生视角的信息,数据不够多样。

Language environment is very important for foreign language teaching. In EFL classroom, teacher talk plays its role due to the lack of real language environment. Thus， the study attempts to explore teacher talk in terms of comparison between teacher talk of novice teachers and expert teachers, reasons that bring similarities and difference and implications for English teaching. Based on this, the researcher hopes to provide reference for middle school English teaching and provide help for the professional development of novice teachers.

Self-evaluation of Teacher Talk (SETT) was put forward by a British scholar, Steve Walsh, in 2006. Identifying principal characteristics of classroom language in the contexts of second language classrooms, primary and secondary classrooms, SETT is widely used in understanding of classroom interaction and promotion of teachers’ practice. There are four modes in SETT, and each model contains specific interactional features and points to specific pedagogical goals. By connecting teacher talk in real classroom with SETT framework, teachers can do self-evaluation and improve the quality of teacher talk.

This study is a case study in nature with three teachers (one is an expert teacher; the other two are novice teachers) from the same key middle school in Beijing as samples. The researcher collects their classroom videos of demonstration classes and transcribes them into written form based on specific rules. Based on transcript and classroom observation, the researcher analyzes and compares features of teacher talk in terms of materials mode, managerial mode, classroom context mode and skills and systems mode; then, the researcher explores reasons for similarities and differences.

Study shows that firstly, materials mode occupies dominant position in three classes and distribution of managerial mode is more balanced; expert teachers’ teacher talk is more diverse than novice teachers, novice teachers’ classroom interaction is more active that expert teachers. Secondly, students’ level and teaching material bring similarities; expert teacher's developed schema and novice teachers’ varied intonation and body language bring differences. Lastly, the researcher puts forward that in English teaching, teachers should adopt diverse modes to promote students' learning, novice teachers should be committed to develop schema and improve quality of teacher talk, and expert teachers should appropriately reduce their control over the classroom and the authority in teacher talk. Based on the above findings, the researcher concludes that teachers should adjust teacher talk according to the teaching materials and students' level; Expert teachers are better at developing students' thinking, while novice teachers are better at forming active classroom interaction.

There are still some deficiencies in this study, such as small sample size, lack of students’ voice and not comprehensive data.