The effect of in-service english teachers’ talk on pre-service english teachers: A case study in Yangtze normal University

The purpose of this present research was to analyze and compare the features of in-service English teacher's talk and that of pre-service English teachers’ talk in class. To what extent did in-service English teachers hinder or facilitate pre-service English teachers’ contributions by their use of language? It has found that in-service English teachers’ talk in class lacks authenticity and improper echo (frequently use of “ok”) or the improper time of echo students’ answer would decrease pre-service teachers’ involvement. While their ways to error correction and content feedback could facilitate pre-service teachers’ involvement in class. It has suggested improving their teaching methodologies to make pre-service teachers have better performance in their internship class.