scholarly journals The effect of English as a Second Language (ESL) Teacher Talk in Creating Classroom Interactions

2021 ◽  
Vol 1 (2) ◽  
pp. 181
Author(s):  
U. D. T. L. Jayalath
Keyword(s):  
Second Language ◽  
Classroom Interactions ◽  
Teacher Talk

scholarly journals A Linguistic Ethnography of Teacher Talk in an English for Medical Purposes Classroom

2020 ◽  
Vol 20 (1) ◽  
Keyword(s):  
Learning Process ◽  
Qualitative Methodology ◽  
Classroom Interaction ◽  
Classroom Interactions ◽  
Teacher Talk ◽  
Data Generation ◽  
Kingdom Of Saudi Arabia ◽  
Dynamic Interactions ◽  
Linguistic Ethnography ◽  
Positive And Negative Feedback

This study is a linguistic ethnographic investigation of the characteristics of teacher talk in an English for Medical Purposes (EMP) class at one of the medical colleges in the Kingdom of Saudi Arabia. Teacher talk is an important element in classroom interaction and it has direct and indirect implications on the students’ learning. In classroom interaction, students and teachers are in a state of dynamic interactions. If not carried out tactfully, classroom interactions can affect learning process in several ways such as failure to engage in learning process and inappropriate teacher’s instructions. This study employed an eclectic qualitative methodology which incorporates principles of Linguistic Ethnography. Data generation took place in the entire Semester One of the academic years 2017/2018. The data in this study were obtained from10 classroom observations. Informal chat with the teacher was carried out towards the end of each observation session to get further clarification of what had happened during the observation. The teacher talk was found to be dominant in classroom interactions. The teacher talk had high frequency of self-repetition and paraphrasing. The teacher accepted students’ ideas and avoided criticism. The teacher praised the students and offered both positive and negative feedback. This study concludes that teacher talk still serves as a useful source for classroom input despite the buzz of learner-centered approach which demands reduced teacher talk in the classroom.

Indexen Voor Beurtwisselingsinitiatief in Tweede-Taal Verwerving

1996 ◽  
Vol 54 ◽  
pp. 103-115
Author(s):  
Resi Damhuis
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Communicative Competence ◽  
Classroom Interactions ◽  
Turn Taking ◽  
Language Data ◽  
The Mean ◽  
Children's Development ◽  
Incomplete Picture

For optimal second language acquisition (SLA) classroom interactions have to allow normative speaking children to participate actively, because such initiative-rich participation enhances the children's development of linguistic and communicative competence. This article focuses on turn-taking initiatives. Turn-taking initiatives vary in their initiative strength. Restricting analysis exclusively to strong initiatives yields an incomplete picture of the contribution of a conversation to SLA. Less strong initiatives, too, must be taken into account. To analyze each utterance for its initiative value, a turn-taking taxonomy was developed, leading to turn-taking indices that represent the mean initiative value of all utterances by a speaker. Language data from kindergarten conversations show that only results on strong initiatives differ from results on turn-taking indices. It is argued that in order to assess the value of a conversation for SLA both kinds of measures, strong initiatives as well as indices, are necessary.

scholarly journals The Effect of Teacher Talk Modifications on Second Language Learners’ Comprehension and Acquisition

2014 ◽  
Vol 2 (1) ◽  
pp. 154-160
Author(s):  
Nouroddin Yousofi ◽  
Khosro Bahramlou
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Information Structure ◽  
Second Language Learners ◽  
Teacher Talk ◽  
Review Of Literature ◽  
Language Knowledge ◽  
L2 Learners

In this review of literature, we have explored the effect of pre-modified input, interactionally modified input, and modification of information structure on the comprehension and acquisition of second language (L2) learners. While the effect of modifications on comprehension is evident, the same cannot be said of acquisition. Some studies support the effect of modifications on acquisition, yet others shed doubts on the value of modifications in terms of promoting internalization of language knowledge.

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 Linguistic Input and Interaction in the Content Classroom

1987 ◽  
Vol 4 (2) ◽  
pp. 41 ◽  
Author(s):  
Margaret Early
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Second Language Learners ◽  
Teacher Talk ◽  
General Description ◽  
Esl Teachers ◽  
Conversational Interaction ◽  
Classroom Speech ◽  
Linguistic Input ◽  
Esl Classroom

This study investigates teacher talk to different audiences of listeners and attempts to formulate a general description of the linguistic register particular to the classroom speech of ESL teachers. It describes and quantifies various features of classroom conversational interaction and various characteristics of ESL teachers' input to second language learners. It then investigates the degree to which the properties of foreigner talk in this corpus are representative, by comparing them to the results of Long's (1980) investigation of patterns of input and interaction outside of classrooms. Findings are summarized and a few cautious statements concerning the implications for the ESL classroom are made.

scholarly journals Teacher talk of praises in English classroom interaction

2021 ◽  
Vol 12 (1) ◽  
pp. 141-162
Author(s):  
Aulia Rahmani ◽  
Asnawi Muslem ◽  
Bukhari Daud
Keyword(s):  
Elementary School ◽  
Video Recording ◽  
Classroom Interaction ◽  
Interaction Model ◽  
Classroom Interactions ◽  
Teacher Talk ◽  
Direct Influence ◽  
Qualitative Design ◽  
Student Talk ◽  
English Classroom

This study was conducted at International Elementary School of Bunga Matahari to find out the type of teacher talk in English classroom interactions and the students’ responses on teacher talk of praises. The descriptive qualitative design was applied and aimed to analyze the types of talk employed by the teacher in the classroom interaction based on FIACSystem presented by Flanders (1970). The data were analyzed using an interaction model of Miles, Huberman, and Saldana (2013) et al. and focused on the teacher and student talk in ICP class. This research employed observation through video recording in order to reach the objectives of this study. The participant in this study were 45 students with 15 students in each class and 3 English teachers. The results showed that by analyzing responses of transcription from the observation, the teacher talk of giving praises is approximately less, giving direction dominates the teacher talk category that consists of direct influence of teacher talk. In addition, the students’ response was dominantly toward teacher talk of praises.

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