Year: 2012
Type: article
Abstract: The present study was an attempt to investigate the ways through which teacher talk can create opportunities for learning in an EFL classroom.In addition, it identified how the teacher talk can lead to more and more learner involvement in an EFL context.The study also determined the types of the teacher talk which can decrease learning a foreign language.To achieve such aims, three experienced teachers who were teaching English as a foreign for more than 5 years were selected based on the purposeful sampling procedure to serve as the participants of the study.Their talk was audio recorded for three subsequent sessions and then analyzed based on the interactional features proposed by Self evaluation of teacher talk (SETT) framework.The findings supported the role of the teacher talk as being a determinant one in the performance of the foreign language learners.Also, the results of this research play a significant role in ascertaining the ways in which Iranian foreign language teachers improve their talk to optimize learner contribution.Therefore, a teacher should be able to shape learners contribution and make strategic decision in the moment by moment of lesson according to SETT framework which is regarded as a crucial factor for developing foreign language learning in L2 classroom context.
Authors: Anahita Shamsipour, Hamid Allami
Institutions: Islamic Azad University of Shahreza, Yazd University
Language: English
Subfield: Language and Linguistics
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: bronze
OpenAlex ID: W2015643339