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    Caro M
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    15 views10 pages

    Teacher Talk

    Uploaded by

    Caro M

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
    Flag for inappropriate content
    Download as pdf
    of 10
    Looking at Teachers 25 2.4 Teacher talk “There has been much sescarch on teacher talk in recent years. This interest reflects the importance of such tlk jn language teaching. Asi isso important for language teachers, and also because itis an area which readily lends itself to investigation by teachers, I shall Spend e Hide time reviewing some ofthe published studies in the are. Issues whi hove een investigated include the amount and type of teacher talk, speech modifications rade by teachers, instructions and explanations, type and number of questions asked and error correction. Modifications to teacher speoch 7 ‘One aspect of teacher talk which has been intensively studied is the specch modifications ade by teachers. A number of studies have shown that native speakers (leachers and hot-teachers alike) modify their speech to non-native speakers in a number of different dwaye. Tt has been suggested that these modifications make the lenguage easier '@ Comprchend and that this, i (um, helps the lencner to acquire the target language (based tthe preiiss that we cannot acquire what we do not understand). Other studies have Tooked at the typee of questions teachers ask, the functions of teacher talk, the nature of vations, and the types of corrective feedback (error correction) provided teachers’ expl by teachers. ‘and Long (1986) investigated the linguistic and conversational performance of experienced and inexperienced teachers. The purpose of the research was to determine Ghhother there were any differences in the"speech-characteristics-of experienced. apl inexperienced teachers in their classroom interactions. ! “Phe hypothesis upon which te research was based was that the development of a second language occurs when learners are exposed to language which is compsehensibie to them and which contains grammatical features which are one level of complexity 1 beyond theie current second-language ability It has been suggested thet certain speech vr sifieations made by native speakers in interactions with second-language learners can ake language more comprehensible and thus facilitate the acquisition process “The two questions addressed by Pica and Long are as follows tn what ways do teachers modify their specelt when (alking to secont-language learners in the classroom? 2, Tete ability to modify one’s language appropriately part of any teacher's competence, for ust it be developed through experience over tine? inute recorded samples of speech informal native speaker/uon-native ichers found that For their first study, Pica and Long collected tem from ten ESL. teachers, These were compared with speaker recorded conversations made oulside the classroom. She rese HSL classroom conversation differed from conversations out of the clas in a number of sways, There was much less negotiation for mea ign the classroom (this was measured 26. Understanding Language Classrooms by the nuinber of tines teachers adjusted their speech to, cheek that students had ne then, aed. that they had correctly undersioed the lavpero Pica and Proghty suggest that the smaller amount of negotiation is de fo" fact that teachers ao eae ieplay qucsions, ie. questions Co wich they already Knew the soe th. ser ehat che need to negotiate was therefore greatly reduced. (Of the questions teachers are ain clase 9T per cent ere ones (0 which they already knew the answers whereas nvally none ofthe questions asked out of cast were of this (PE) Ha es audy, Piea end Long looked for differences between the (NBhee of expetienesd and inexperienced teachers, While some differeness Woe found (experienced CA nerece more Bent, and used a wider range of question forme), these Were ot tavtculariy arkedTa genera, the smarts outweighed the ifferences. Pica and Long concluded from their studies that: sh fluence of the catcoon content is stong enough outwith fers of (seh etnces Conseqoety, even those wih ite oF ne previos experience immediately cee power when given the oppor. ane accept the clang of ease nd se the Poe Se Spintec of compensa input in SLA, the two sails enone ers comes araging for lenrers whose primary action crsonment he tere are not vey enn eaiine, ere were found to provide ess enporny fr he aeration a meaning than is necessary flere ace o tain comprchens Je input than Motaral NSINNS conversations ouside the lastroom. inc fr eae of afi not hard to appreciate: iti iflelt for Warmers Sceeite if they have nothing to negate wth. Thee most olviows poten bargaining aeration ankrsnt eer dnt she or ober stad net order todo

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