‘Teacher Talk in Classroom Discourse: A Case Study’ by Bahareh Jouibar, Akbar Afghari

Abstract

This study investigated the aspects of teacher talk, as a phenomenon chiefly and inseparably occurring in classroom discourse, in three consecutive one hour and a half session EFL classrooms. The attempt in this study is made to explore the quality and realization of teacher talk in language classroom. The book based on which English is instructed in “Interchange 3” written by Richards, Hull, and Proctor (2005). The researcher attended 10 sessions in the class, consisting of 15 male and female students of 18 to 32 years of age, recording teacher’s and learners’ voice. It was found that the teacher tried to be as understandable as she could to the learners by speaking, naturally, more slowly preventing learners from being demotivated or anxious about their low proficiency. It was also seen that the teacher abstained from making her class tedious by sufficient amounts of joking and laughing in the classroom. However, the teacher talk occurring in the classroom discourse studied was seen to have suffered from two major problems: inappropriate feedback, or focus on form, and lack of sufficient contextualization. However, it appears that the instructor of the class under study was not familiar with different types of corrective feedback, since she appeared to have been exclusively using the explicit correction method of providing correct feedback. Besides, the instructor appears to have strictly adhered to directly asking the questions in the book, without providing language learners with the relevant context or the background.

Index Terms: discourse analysis, EFL classroom, teacher talk.

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