TEACHER TALK IN A YOUNG LEARNERS’ ENGLISH CLASSROOM

Jagoda P. Topalov, Biljana B. Radić-Bojanić

DOI Number
-
First page
069
Last page
089

Abstract


Over the last decade, the research on teacher talk has shifted its focus from the quantity of teacher talk, that is, the amount of time a teacher spends talking during a foreign language class, to the quality of teacher talk, i.e. how effective teachers are in facilitating learning and encouraging communicative language exchange by means of speech modifications they make when talking to their students, the way they react to errors or the kind of questions they ask. Researchers found that teacher talk can be a valuable source of comprehensible input and that it may promote communicative environment in the classroom and authentic language use.

The aim of this paper is to investigate the attitudes and behaviours of teachers who teach English to young learners concerning teacher talk. For this purpose, we conducted a quantitative research using a questionnaire constructed for this research that included statements about constructive teacher talk (direct error correction, content feedback, prompting, extended wait time, repairing) and obstructive teacher talk (turn completion, teacher echo, extended use of initiation-response-feedback). The investigation tested the null hypotheses that there will be no significant differences in teacher talk with respect to the teachers’ gender, age, years of teaching experience and the size of the class in which they teach, and that there will be no difference between the teachers’ attitudes towards teacher talk and the frequency with which they engage in teacher talk in the classroom.


Keywords

teacher talk, EFL, young learners, attitudes, behaviour.

Full Text:

PDF

References


Bailey, K., Bergthold, B., Braunstein, B., Fleischman, N., Holbrook, M., Tuman, J., Waissbluth, X., & Zambo, L. (1996). The language learner’s autobiography: Examining the “apprenticeship of observation.”. In D. Freeman, J. Richards, & M. Swan (Eds.), Teacher learning in language teaching (p. 11-29). Cambridge: Cambridge University Press.

Borg, S. (1998). Data-based teacher development. ELT Journal, 52(4), 273-281.

Brock, C. (1986). The effects of referential questions on ESL classroom discourse. TESOL quarterly, 20(1), 47-59.

Brown, D. (1994). Teaching by principles. White Plains, NY: Longman.

Cullen, R. (1998). Teacher talk and the classroom context. ELT journal, 52(3), 179-187.

Danilović Jeremić, J. (2018). Uloga derivacije u nastavi vokabulara engleskog jezika [Teaching English vocabulary: the role of derivation]. Teme, 3, 801-820.

Dörnyei, Z. (2007). Research methods in applied linguistics: Qualitative, quantitative and mixed methodologies. Oxford: Oxford University Press.

İnceçay, G. (2010). The role of teacher talk in young learners’ language process. Procedia-Social and Behavioral Sciences, 2(2), 277-281.

Johnson, K. (1996). The role of theory in L2 teacher education. TESOL quarterly, 30(4), 765-771.

Krashen, S. (1981). Second language acquisition and second language learning. Oxford University Press.

Pilipović, V. (2011). The acquisition of teaching techniques. Reči, 4, 179-187.

Rezaee, M., & Farahian, M. (2012). An exploration of discourse in an EFL classroom: Teacher talk. Procedia-Social and Behavioral Sciences, 47, 1237-1241.

Sinclair, J., & Coulthard, M. 1975. Towards an analysis of discourse. Oxford: Oxford University Press.

Statham, A., Richardson, L., & Cook. J. (1991). Gender and university teaching: A negotiated difference. Albany: State University of New York Press.

Sternglanz, S., & Lyberger-Ficek, S. (1977). Sex differences in student-teacher interactions in the college classroom. Sex Roles, 3, 345-52.

Šuvaković, A. (2018). The importance of developing lexical competence in foreign languages and the influence of mother tongue with younger learners, Teme, 4, 1197-1217.

Walsh, S. (2002). Construction or obstruction: Teacher talk and learner involvement in the EFL classroom. Language teaching research, 6(1), 3-23.

Yanfen, L., & Yuqin, Z. (2010). A study of teacher talk in interactions in English classes. Chinese Journal of Applied Linguistics, 33(2), 76-86.


Refbacks

  • There are currently no refbacks.


Print ISSN: 0353-7919
Online ISSN: 1820-7804