2010
33 2 Chinese Journal of Applied Linguistics (Bimonthly) Vol. 33 No. 2
Abstract
The success of teaching depends to a large extent on the way teachers talk and interactions
that occur between teachers and students. And the happening of interaction is affected directly
by ways of teacher talk. This study investigated ways of teacher talk preferred respectively
by teachers and students. It was found that in initiating an interaction, invitation is the first
preferred choice by both teachers and students, but the least employed one. Question was
more preferred by teachers and the least preferred by students, but it is the mostly used one.
Direction is not preferred by teachers but more used, and students prefer them to questions. In
ways of follow up, when students produce no answer or an incorrect answer, teachers usually
prefer ways of prompting, and this is what teachers really did in class. However, students prefer
to be informed by the teacher. When students provide the expected answer, they still prefer
to be commented, rather than being just simply acknowledged. Encouragement is always
welcomed. It is suggested that teachers should pay attention to their language in the process of
interactions with students, so as to provoke more interactions in class.
1. Introduction
Teacher talk is an indispensable part of foreign language teaching in organizing activities,
and the way teachers talk not only determines how well they make their lectures, but
also guarantees how well students will learn. Learning of English in China takes place
mainly in classrooms and is usually done under the guidance and supervision of teachers.
The interaction between teachers and students constitutes a most important part in all
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classroom activities. Appropriate teacher talk can create harmonious atmosphere and at
the same time promotes a more friendly relationship between teachers and students, and
consequently creates more opportunities for interactions between teachers and students.
During the past 20 years, teacher talk has become a focus in the research area of
second language acquisition. Pioneered by Gaies (1977, 1979) and Henzle (1979), the
research on teacher talk began in the 1970s, followed by Long (19811983), Long & Sato
(1983), Welche & Ready (1985), Ellis (1985) and Chaudron (1988), who made studies of
teacher talk types in college classrooms.
In recent years, teacher talk has drawn more attention of scholars and researchers
world wide, such as Lindholm-Leary (2001), Seedhouse (2004), Berlin (2005), Ellis &
Barkhuizen (2005), Wright (2005), Robinson (2006). These studies focus their attention
mainly on classroom conversation features, talk turns between teachers and learners, and
by using what languages teachers could manage the class well. In China, and many of the
researchers, such as Hu (2004), Sun (2005), Wu (2006), Sun, Zhao & Zhao (2007), have
been focusing on how teacher should provide feedbacks to students language errors. In
Developing professional skills of Teaching Foreign Languages by Zou (2008), a whole
chapter is devoted to language errors and feedback types, discussing in what proper ways
language teachers should response to learners error in language learning class.
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2. Research methodology
The study was conducted in two steps: First, observations and audio-recordings were
conducted to build up a data base for describing the teacher talks. 29 English teachers who
were all the teachers teaching year one students of HIT were chosen as the subjects for
observation. They are all teachers who teach the sophomore of HIT by using New College
English. Then a questionnaire in English (see Appendix) was designed to collect responses
from teachers and students about their preferences to ways of teacher talk. The same 29
teachers and 350 students in their classes were asked to respond to the questionnaires. The
350 students were chosen by the 29 teachers in their classes randomly mainly based on
students willingness to spend time to answer the questionnaires.
3. Results
3.1 Results from class observations
Table 2 summarized the results of class observation that tells what each of the 29 teachers
did in their observed classes. The percentages were worked out based on the class notes
and records of what they did and the frequencies of each act, then average numbers of
each teacher and all the teachers were calculated.
Initiation
Initiation is the move in a teaching exchange which initiates an interaction; teachers will
usually adopt the way of asking questions, invitation, and giving directions.
a. Question: It is a request for information and it is the commonest and most
straightforward way to make students to talk in the class according to classroom
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Responses
Responding moves are what is performed by students following the initiations produced
by teachers. This study excluded this part, since the focus of the study is on the teacher
talk.
Follow-up
Follow-up is the last move of an interactive exchange which aims to give feedback to
students responses. Following different responses from students, teacher would choose to
different ways to respond.
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A Study of Teacher Talk in Interactions in English Classes
The frequency of observation data and teacher and student perceptions are put into the
following table in order to compare between what are really employed in class and what
are preferred by teachers and students.
Question 15 2 8 2 48 1
Initiation Invitation 82 1 80 1 13 3
Direction 3 3 2 3 39 2
Inform 10 2 84 1 15 3
to no and Prompt 83 1 2 3 54 1
Interaction
incorrect Encouragement 7 3 14 2 18 2
Follow-up answer Criticizing 0 0 3 5
Ignoring 0 0 10 4
to correct Acknowledgement 22 2 14 2 80 1
answer Comment 78 1 86 1 20 2
4. Discussion
4.1 Initiation
The initiative move is the most important part in teacher-student interaction. From the
questionnaire results, it is seen that invitation is the first preferred choice by both teachers
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(82%, order 1) and students (80%, order 1), but the least employed one in our observation
(13%, order 3). Although in the language of classrooms, there is little need for the teacher
to be indirect for social reasons, the teacher is in a position of authority and can exercise
it overtly (Sinclair & Brazil, 1982), it is suggested that teachers use more languages of
invitation in interaction. It is believed that invitation language is more humanistic,
inspiring, gentle and respecting than others, since it makes students be more focused, feel
more respected, thus become more confident and active to participate in interactions.
As for question as a way of initiating interactions, both teachers (15%, order 2) and
students (8%, order 2) chose it as a second one, but it is the mostly used one in class (48%,
order 1). Actually asking questions is traditionally the most frequently used way to motivate
interactions. But teachers just use them in a more direct way rather than an indirect way.
Teachers could make their questions gentler just by adding a few auxiliary words, so that the
questions would be more welcomed by students. In terms of questions types, it was found in
observation that referential questions can motivate students interest to talk more effectively.
What is your opinion about this text? is absolutely an easier question than Could you tell
me what we have learned last week? Since the first question give students more space to
express their own opinions instead of requiring them to memorize some facts from the text.
Therefore referential questions should be more encouraged to use in class.
In terms of direction, it is not preferred by both teachers (3%, order 3) and
students (2%, order 3), but it is more used by teachers in class. Direction is another
more frequently used way of organizing activities in class, particularly in China. This
is out of the traditional relationship between the teacher and students in the classroom
context, which is a hierarchical relationship. According to Scollon and Scollon (2001),
this hierarchy relationship requires the respect and politeness from the junior to the
senior, the subordinate to the superior. The teacher is regarded to be the superior and
senior one and students are the subordinate and junior ones, so it is natural for students
to listen to their teachers and follow the teachers directions, orders or commands.
However, in university classrooms, students are grownups, they are mature and require
more equality in the relationships with the teachers, thus, it is suggested that teachers
should avoid displays of power to command in their classes so as to reduce the gap
between them and students, which will surely help students to be more active in
participating activities in class.
4.2 Follow-up
Teacher talk in the follow-up move is relatively important, since it is not only a summary
about the interaction, but also affects students interest to interact in the next interaction.
When students produce no answer or an incorrect answer, teachers usually prefer not
to tell the students directly, but use ways of prompting (83%, order 1) to get students to
work out the answer by themselves, and this is what teachers really did in class (54%, order
1). Forms of promoting, such as repetition of the error, requesting students to clarify what
he had said or giving some clues to the answers can provide students with an opportunity
to reformulate and improve their utterances and thus, serve as a means of promoting push
out, which is believed to facilitate acquisition (Swain, 1995).
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However, students would prefer to be informed by the teacher (84 %, order 1). In
the Chinese classroom, it is believed that students come for the purpose of learning some
knowledge and truth, and getting trained to behave correctly and properly. The classroom
is seen as the place to fulfill this purpose and what students should do in the classroom is
to listen to the teacher and accept what the teacher says as the truth and knowledge. For
in Chinese culture, the teacher is regarded to be the knower, having the knowledge that
all students have come for. As Chen (cited in Scollon, 1999) argued that the teacher is to
serve as a role model, to perfect virtue and assist in the development of talent, to answer
questions and to cultivate his own virtue and learning while encouraging students to do
the same. Thus, whatever teachers provide would be the models of what is grammatical
and acceptable in the target language (Long, 1996).
Encouragement is always preferred by students (14%, order 2), also by teachers (7%,
order 3). Sometimes the students would not like to speak even they do know the answers,
just out of the fear of making errors, the fear of losing face and losing self-esteem, etc.
Students silence in an EFL class is a common phenomenon, which often breaks down
the interaction in classroom. A humanistic approach suggested to handle this problem
is to give encouragement. Nunan (1989) argued that encouragement of some kind can
be helpful particularly to those lower self-esteem students in reducing the anxiety and
developing the confidence of those students who are more likely to open their mouths
with the more humanistic encouragement or positive comments.
In terms of criticizing and ignoring, from the questionnaire results it is seen that
no students (0%) and teachers (0%) had it as the first choice. So this indicates that
they are not welcomed by either students or teachers. However, they really occurred in
class observed (criticizing 3%, order 5; ignoring 10%, order 4) and at a relatively higher
frequency. It is strongly suggested that criticizing and ignoring are to be avoided at best.
When students have provided the expected answer, they still prefer to be commented
(78%, order 1), rather than being just simply acknowledged (22%, order 2). The percentages
for preferences to acknowledgement from the two questionnaires were both not very high,
although it was observed that acknowledgement was very frequently used by teachers in
class. With a very brief feedback of acknowledgement, which can save more of the class time,
the teacher could proceed to next student or other activities. The much lower percentage in
the students questionnaire indicates that students do not favor this follow up. Since it fails
to give students more recognition of his work and more encouragement to students, it is
suggested that teachers should just add a few more words to this brief acknowledgement to
make it a kind of positive comment or encouragement. For example: A very smart answer!
You are so clever to say that! You are a genius! You are so talented! Positive comments
of various kinds should be more frequently used in the Chinas classroom, even when it is
obvious that the answer given by the students is not correct.
5. Conclusion
To sum up the results, in initiating an interaction, invitation is the first preferred choice
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by both teachers and students, but the least employed one. Question was more preferred
by teachers and the least preferred 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 questions. In ways of follow up, when students produce no answer or an incorrect
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.
Teacher talk plays an important role in provoking interactions between teachers and
students, Therefore, teachers should try to understand what languages would be more efficient
in creating an environment in which students feel more comfortable and more confident and
become more involved in interactive activities in the language classroom. Particularly, more
positive commenting and encouraging languages should be employed by teachers.
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Appendix
Questionnaire
(Examples were given for each way of teacher talk, but omitted here.)
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