Abstract. English classroom talk is one of the effective media for knowledge transfer in the English classroom, and how to use it effectively is a problem worth discussing. This article summarizes the main problems of English classroom talk through the analysis of its characteristics, and finally puts forward targeted countermeasures.Keywords. classroom talk; characteristics; problems; countermeasures 1 The basic definition and characteristics of English Classroom talk The basic definition of English Classroom talkThe so-called classroom talk of English teacher is also known as the teacher-type language which, in short, refers to what the English teacher says in a second language learning classroom to learners. Classroom talk of English teacher is not only a tool for teachers to carry out the teaching plan, but also an important source of language input for students. In evaluation of classroom talk, Nunan said: "It plays a vital role in the organization of classroom teaching and learners' language learning process". The basic characteristics of English Classroom talkFirstly, classroom questioning is the outstanding characteristic of English classroom talk. In the English classroom talk, questioning accounts for a considerable proportion. By consulting some senior English teachers and watching English teaching example videos, the author was informed that seventy percent of classroom talk is in such a process: The teacher asks the students, specifies a student to answer, the students answer the questions, and then the teacher will provide a certain feedback. Therefore, classroom questioning has always been an important means in English classroom teaching. Classroom questioning is playing an increasingly important role, especially in today's popular teaching mode with the theme of "learner-centered".Second, in the classroom talk of English teacher, there is a considerable part of the voice, vocabulary, syntax, talk that will be re-processed according to demand. For example, deliberate prolong stop or slow down in the voice, and more clear vowel; as well as extensive use of basic words, more use of simple sentence, less use of clauses, more use of the first person, etc. in the vocabulary and syntax.Thirdly, English classroom talk is a bridge to realize the English classroom communication. As everyone knows, the classroom communication can maximally provide comprehensible language input for the learners, and both of teachers and learners can use effective communication strategies to make their language understood by others.Fourthly, the use of English teachers' classroom talk is mainly reflected in the explanation of talk, the imparting of vocabulary and grammar and various comments on exercises. Influenced by the form of class and English teachers' personality, cohesion between organization and links of classroom activities will result in a certain difference in the amount of use of classroom talk, therefore imperative type of the classroom behavior order is increasingly transformed into the advising type.2 Role of ...

Learning a second language is challenging, but mastering pronunciation is even more difficult. Researchers continuously seek new ways to improve students’ English abilities, such as listening and speaking, while ignoring the importance of pronunciation. After conducting a literature review, this article investigates the impact of corpora and two instructional methods on improving students’ pronunciation. The paper addresses how to teach pronunciation effectively in the context of English as a second language. According to the review, corpus resources, critical listening, and shadowing can all be used independently to enhance students’ proficiency in second language learning. Hence, an innovative Corpus-based Critical Listening and Shadowing model has been devised as an aid in the teaching of pronunciation by providing more specific suggestions for teachers and students, with the expectation that students will perform better once they have been taught pronunciation using the methodology. The current study’s findings have pedagogical and methodological implications for pronunciation teaching, learning and research. The implications and future directions of the innovative Corpus-based Critical Listening and Shadowing model are also discussed.

Learning a second language is challenging, but mastering pronunciation is even more difficult. Researchers continuously seek new ways to improve students’ English abilities, such as listening and speaking, while ignoring the importance of pronunciation. After conducting a literature review, this article investigates the impact of corpora and two instructional methods on improving students’ pronunciation. The paper addresses how to teach pronunciation effectively in the context of English as a second language. According to the review, corpus resources, critical listening, and shadowing can all be used independently to enhance students’ proficiency in second language learning. Hence, an innovative Corpus-based Critical Listening and Shadowing model has been devised as an aid in the teaching of pronunciation by providing more specific suggestions for teachers and students, with the expectation that students will perform better once they have been taught pronunciation using the methodology. The current study’s findings have pedagogical and methodological implications for pronunciation teaching, learning and research. The implications and future directions of the innovative Corpus-based Critical Listening and Shadowing model are also discussed.

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It should be borne in mind that pronunciation is an important skill in learners' L2 competence. Researchers are constantly trying to come up with techniques to make their students' pronunciation abilities better. This paper aims to examine how corpora and two teaching techniques can be used to improve students' pronunciation skills in a more effective manner. A review of the literature is provided in this paper, with a particular focus on the impact of corpus materials, critical listening, and shadowing on pronunciation teaching. The review indicates that students L2 competence can be enhanced by using corpus materials, critical listening, and shadowing separately. Hence, a C-CLASH (Corpus-based Critical Listening And Shadowing) model has been developed to assist in the instruction of pronunciation. Additionally, the limitations of C-CLASH are discussed.