scholarly journals A Brief Review of the Studies of Teacher Talk in Second Language Classrooms

2021 ◽  
Vol 17 (2) ◽  
pp. 61
Author(s):  
Xiaochun Wu
Keyword(s):  
Second Language ◽  
Relevant Literature ◽  
Language Ability ◽  
Teacher Talk ◽  
Reading And Writing ◽  
Language Selection ◽  
Language Classrooms ◽  
Listening And Speaking ◽  
Second Language Teacher ◽  
Regulative Function

This paper systematically reviews the studies of second language teacher talk in language classrooms firstly from the perspective of framework and then from three categories-linguistic function, medium-oriented function, procedural and regulative function. Next, a critical review of the relevant literature in China will be presented with the help of the tool <em>Citespace</em>. Through the comparison of studies at home and abroad, it is of significance to enhance the research in primary and secondary schools in China and consider the frameworks of teacher talk given by domestic authoritative scholars and look deep into teachers' discourse awareness and competence. Additionally, there are still many fields that researchers have not paid attention to, such as language selection and conversion, language ability, other time of teacher talk (play time; silence), lesson type (listening and speaking, reading and writing) etc.

scholarly journals Improving Students’ Mastery of Vocabulary Through Flip Book Approach

2019 ◽  
pp. 117-122
Author(s):  
Sarala Thulasi Palpanadan ◽  
Asliaty Atim ◽  
Zulida Abdul Kair ◽  
Venosha K.Ravana ◽  
Muhammad Aiman Mohammad
Keyword(s):  
Second Language ◽  
Reading Comprehension ◽  
Action Research ◽  
Data Collection ◽  
The Other ◽  
Basic Requirement ◽  
Reading And Writing ◽  
Good Grasp ◽  
Language Classrooms ◽  
Field Notes

Many students find it hard to acquire and convey messages due to the lack of mastery in vocabulary. Since vocabulary plays a major role as the basic requirement to learning a language, its mastery became vital in learning English. On the other hand, lack of vocabulary impedes students’ understanding in reading comprehension texts especially in second language classrooms. Therefore, this study was conducted in order to obtain information regarding the effectiveness of using flip book in increasing Year 3 pupils’ mastery of vocabulary in English. This study investigated the use of flip book approach in helping the students to improve vocabulary through fun and meaningful learning. 15 participants were involved in the action research who were selected from a suburban school in Malaysia. Survey, written documents and field notes were used as the medium of data collection. The results showed significant positive changes in the performance of the students from time to time. Flip book approach was found to help the weak students who faced problems in understanding the meaning of the vocabulary taught in the classrooms. This study suggests that students need to enhance the mastery of the vocabulary in order to have a good grasp of the language including the four skills: listening, speaking, reading and writing.

Copying Span as an Index of Written Language Ability

1988 ◽  
Vol 66 (2) ◽  
pp. 375-382 ◽  
Author(s):  
Chizuru Mori ◽  
Jun Yamada
Keyword(s):  
Second Language ◽  
Individual Differences ◽  
Written Language ◽  
Language Ability ◽  
Adult Women ◽  
Text Difficulty ◽  
Reading And Writing ◽  
Copying Task ◽  
Spelling Ability ◽  
Language Analysis

Since copying span has been said to reflect text difficulty, copying span may reflect learners' written language ability when text is held constant. The present study investigated this hypothesis, using as subjects 43 adult women who were learning English as a second language. Analysis showed that copying span moderately correlates with reading, dictation, and spelling ability. Individual differences in imbalance between reading and writing abilities seem to lower the magnitude of the correlation. An optimal text in terms of difficulty and length for the copying task is needed and remains an important matter for further research.

Teacher-student interaction and management practices in Pakistani English language classrooms

2019 ◽  
Vol 7 (3) ◽  
pp. 115-134
Author(s):  
Muhammad Ahmad ◽  
Aleem Shakir ◽  
Ali Raza Siddique
Keyword(s):  
Classroom Management ◽  
English Language ◽  
Management Practices ◽  
Wait Time ◽  
Student Interaction ◽  
Teacher Talk ◽  
Teacher Student ◽  
Language Classroom ◽  
Teacher Student Interaction ◽  
Language Classrooms

Abstract This study aimed to investigate the amount and type of teacher-talk, frequently asked questions and feedback provided by the teacher on learners’ performance in a language classroom. For this purpose, a lecture was recorded from a secondary level English language classroom of a public sector school and interpreted in the light of teacher-student interaction and classroom management model by David Nunan. Results revealed that the maximum amount of time (i.e. 80.1%) was consumed by the teacher which was appropriate. However, certain deviations from classroom management principles were also observed regarding frequently asked questions (i.e. 50% of the total questions were elicitation questions) and the feedback (it was ‘romantic’ in nature). Moreover, wait-time was sufficient but it was of no use to the learners. The study concluded that classroom practices did not conform to the principles therefore, it proposed to ask questions and provide feedback appropriately.

Student Teachers’ Learning and Professional Development in Second Language Teacher Education

2017 ◽  
Vol 7 (1) ◽  
pp. 13 ◽  
Author(s):  
Kamile Hamiloğlu
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Second Language ◽  
Student Teachers ◽  
Student Teacher ◽  
Research Literature ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Second Language Teacher Education ◽  
Second Language Teacher

This article is a review on student teacher (ST) learning in second language teacher education (SLTE) and it aims to establish a context for ST learning for professional development in SLTE research and frame its contribution to the current research literature. To achieve this, it conducts an overview on concepts of interest, and it places in perspective some of the key previous findings relating to the research at hand. Broadly, it is to serve as a foundation for the debate over perspectives of second/foreign language (S/FL) student teachers’ (STs’) learning to teach through their professional development with reference to both coursework and practicum contexts.Keywords: student teacher learning, second language teacher education (SLTE), professional development

scholarly journals Sentence Reading and Writing for Second Language Vocabulary Acquisition

2011 ◽  
Vol 33 (1) ◽  
pp. 66-82 ◽  
Author(s):  
François Pichette ◽  
Linda de Serres ◽  
Marc Lafontaine
Keyword(s):  
Second Language ◽  
Vocabulary Acquisition ◽  
Reading And Writing ◽  
Sentence Reading
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