Académique Documents
Professionnel Documents
Culture Documents
NPM : 1609200080001
Unit : A MPBEN 2016
My Research Topic :
The Analysis of Teacher Talk in EFL Classroom
ANNOTATED BIBLIOGRAPHY
This article examines the ways in which teachers, through their choice of language, construct
on the extent to which the teacher of EFL hinder or facilitate learner contributions by their use
of language, how they can enhance the quantity and quality of learner output by more careful
language use, and the ways of teachers deny learning opportunities by ‘filling in the gaps’ or
‘smoothing over’ learner contributions. Furthermore, the author states that the nature of
classroom discourse should focus on quality rather than quantity by recognizing the important
relationship between language use and pedagogic purpose. The author finds the features of
teacher’s language use which facilitate learner involvement and construct potential for learning
include: direct error correction, content feedback, checking for information, extended wait-
time, and scaffolding. Meanwhile, some of the features of teacher’s language use, found by the
author, which hinder learner involvement and restrict or obstruct learning potential include:
turn completion, teacher echo, and teacher interruptions. Therefore, based on those results
found, it becomes quickly apparent that some teachers consistently create opportunities for
learner involvement because their use of language and pedagogic purpose are at one; and from
the lesson extracts emerge a number of ways in which teachers can improve their teacher talk
to facilitate and optimize learner contributions. Finally, the articles conludes teachers’ ability
to control their use of language is at least as important as their ability to select appropriate
methodologies, has implications for both teacher education and classroom practices.
Incecay, Gorsev. (2010). The Role of Teacher Talk in Young Learners’ Language Process.
In the article of Incecay, teacher talk is deemed to play important role in language teaching.
For this reason, the author are intended to examine the role of teacher talk in young learners’
language process which focuses on the construction and obstruction participation and learning
of young learners in Turkish context. In this article, several characteristics of the participating
teacher’s language use are identified. The identified categories are analyzed under two
headings: construction and obstruction by the author. The author indentifies the subcatagories
of constructive teacher talk which include: direct error correction, content feedback,
prompting, extended wait time, and repairing. On the contrary, the subcategories of the
obstructive talk found by the author are turn completion, teacher echo, and extended use of
In this article, the authors explore the quality of classroom discourse in an EFL classroom with
the purpose of analyzing the kind of teacher talk used by an EFL teacher and the type of student
talk with the teacher and the way they are asked to respond to the teacher talk (questions). The
authors states that teacher talk is very important issue since more than half of the class time is
allotted to it, and students can learn a lot from the class interaction held between them and
teacher to improve their language skills and acquire the second language. Moreover, teacher
talk can range from the questions, as one of the most common techniques used by teachers to
control classroom interaction, to different types of information presented by the teacher about
the course material. In particular, there are some types of questions asked by the teacher in the
class, based on the majority of questions asked, are: divergent, convergent, and procedural;
while the types of questions asked by students are: self-answer questions, volunteering, and in
chorus questions. Thus, the author found that the allocation of such time to teacher talk has
various advantages and flies in the face of the view whcih underplays the role of teacher talk
and encourages teachers to talk less. Meanwhile, it supports the claim that a skilful teacher uses
questions in his teacher talk both to get feedback from the class for what he has taught, get the
attention of the students to what he is going to say or do next, and gain the full control of the
class.
Yanfen, Liu & Yuqin, Zhao. (2010). A Study of Teacher Talk in Interactions in English
The authors of this article believe that the success of teaching depends to a large extent on the
way teachers talk and interactions that occur between teachers and students. The happening of
interaction is affected directly by ways of teacher talk. For this reason, the author investigates
the ways of teacher talk preferred respectively by teacher and students. This study, adopted the
“IRF” model of teacher talk analysis form Sinclair &Brazil (1982), where there are three moves
involved: initiating move (I), a responding move (R), and a follow-up move. Furthermore, the
authors describe some aspects which are examined based on IRF model, they are: question,
and comment. The focus of this article is on the teacher talk in the process of interactions
between teachers and students. Thus, this study describe what types of language teachers use
to initiate an interaction and to follow up a student’s response based on IRF model which is
aforementioned. Finally, the authors found that in initiating an interaction, invitation is the first
preferred choice by both teacher and students, but the least employed one. Question was more
preferred by teachers and the least by students, but it is the mostly used one in class. Direction
is not preferred by teachers but more used by them in class, and students prefer them to
answer, teachers usually prefer ways of prompting to get students to work out the answer
by themselves, and this is what teachers really did in class. However, students would prefer
to be informed by the teacher. When students have provided the expected answer, they still
prefer to be commented, rather than being just simply acknowledged. No matter whether
students provide or not provide the expected answer, encouragement is always welcomed.
Gharbavi, Abdullah & Iravani, Hasan. (2014). Is Teacher Talk Pernicious to Students?
A Discourse Analysis of Teacher Talk. Procedia- Social and Behavioral Sciences. 98.
552-561.
The authors’ purpose in writing this article is to analyze the teacher talk’s quality and quantity
within the framework of the communicative approach since there are many communicative
teachers consider teacher talk as an obstacle that restricts students’ learning opportunities. The
primary purpose of this study is to raise teachers’ awarness of the effectiveness or pitfalls of
their talk in classrooms. Moreover, the focus of the analysis consists of a typewritten script of
an audio-taped lesson of the communication which takes place during classroom interactions.
Furthermore, teacher talk is benchmarked in terms of its aligment or congruence with some
authors’ pedagogical recommendation and language theories. Finally, under this investigation
of teacher talk in the classroom interactions, the authors indicate that the teacher is not
successful to create genuine or authentic communication. The talk is repetitive and monotonous
and follows the IRF sequence which allows the teacher more turns and talk; and the teacher
talk is not consonant with theories of second language acquisition. The talk is hurtful and