Ways of Follow-up to Correct Answer
Rationale of the study
Language teaching is a multifaceted process influenced by various interconnected factors, which can be categorized into three main areas: language learner/learning (how to learn), language/culture (what to learn), and teacher/teaching (how to teach) (Larsen-Freeman, 2000) Since the 1960s, research on classroom discourse has expanded significantly, shifting the focus from teaching methodologies to the dynamics of teacher talk within the classroom (Long, 1981a) As noted by Ellis (1985), classroom process research has evolved, initially emphasizing interaction analysis and later concentrating on the language used by teachers when communicating with second language learners, aiming to document the adjustments made in teacher talk.
Teacher talk is crucial in foreign language teaching, influencing both the effectiveness of lectures and student learning outcomes (Cook, 2000) Pedagogical theories emphasize that the language used by teachers significantly impacts class success (Cook, 2000; Chaudron, 1988; Zhao, 1998) In English classrooms, teacher language serves as both the subject matter and the medium for achieving educational goals Effective teacher talk fosters a positive classroom atmosphere, enhances teacher-student relationships, and increases opportunities for interaction, ultimately contributing to a more engaging learning environment.
Learning English in Vietnam predominantly occurs in classrooms under teacher supervision, making classroom language a vital source for foreign language acquisition Historically, excessive teacher talk was viewed negatively, as it limited student speaking opportunities However, the focus should shift from the quantity of teacher talk to its quality, emphasizing its effectiveness in facilitating learning and enhancing classroom interactions Understanding and optimizing teacher language can significantly improve student learning outcomes, highlighting the need for research on teacher talk from both theoretical and practical viewpoints.
The researcher believes that teacher talk is crucial for successful foreign language learning She dedicated her thesis to exploring "Teacher Talk at Ly Tu Tan High School, Hanoi," focusing on its implications for enhancing classroom interactions This research aims to improve English teaching practices for herself and her colleagues at Ly Tu Tan High School.
Purpose of the study
This research aims to explore teacher-student interactions in English classes at Ly Tu Tan High School in Hanoi It has three primary objectives: to assess the current level of teacher talk in the classroom, to identify preferred communication styles among both teachers and students, and to offer practical implications for enhancing teaching effectiveness.
The study aims at answering the following research questions:
1 What is the amount of teacher talk time (TTT) of the total class time in English classes at
Ly Tu Tan High School?
2 What are the ways of teacher talk preferred respectively by teachers and students?
3 What should be done to improve classroom interactions?
Scope of the study
Teacher talk is a complex and intriguing topic that has been explored by generations of scholars This paper focuses specifically on teacher talk in speaking classes, particularly during the speaking section of Unit 15: CITIES in the English 10 textbook The study aims to analyze the amount of teacher talk during interactions between teachers and students, as well as to examine the methods teachers use to initiate discussions and respond to students' answers, as preferred by both English teachers and 10th-grade students at Ly Tu Tan High School.
Method of the study
Both quantitative and qualitative methods are employed to carry out the study That is, the data serving analysis and discussion were collected by means of:
- Reviewing the related document on interactions in language classes, structure of classroom discourse, amount of teacher talk and features of teacher talk
- Observing classrooms and audio-recording
Significance of the study
Teacher talk plays a crucial role in language education, yet maximizing its effectiveness in enhancing foreign language teaching and learning remains a challenge for both educators and learners.
This study is significant as it offers an empirical investigation into teacher talk, providing valuable insights for educators to enhance their understanding of classroom interactions Additionally, it presents practical suggestions aimed at fostering more communicative interactions within the classroom setting.
Organization of the study
This study is composed of three parts:
Part One : The Introduction presents the rationale, purpose, scope, method, significance and the organization of the study
Part Two : The Development consists of four chapters
- Chapter One: Literature Review establishes the basic theoretical background from the literature on classroom research and teacher talk
Chapter Two: Methodology outlines the comprehensive process of conducting the research, beginning with the selection of the research design and concluding with the collection of results This chapter provides specific information regarding the research setting, data collection techniques, and the methods employed for data analysis.
Chapter Three: Data Analysis and Findings interprets the study's results, aiming to answer the research questions while presenting key findings along with insightful commentary.
- Chapter Four: Implications suggests some ideas for educational administrators, teachers and students so that teacher talk in class can be improved
In conclusion, this study highlights key findings regarding the significance of more communicative teacher talk, discusses its implications for educational practices, acknowledges the limitations of the research, and offers recommendations for future studies in this area.
PART TWO: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW
1.1 Theoretical background of classroom research 1.1.1 Interactions in EFL classes
The foreign language (FL) classroom uniquely serves as both the subject of instruction and the medium through which it is taught, as noted by Allwright and Bailey (1991) In this environment, learners must not only acquire linguistic knowledge but also develop practical language skills, necessitating sufficient exposure to the target language According to Tsui (1995), when the target language is rarely used outside the classroom, students primarily encounter it within this setting Thus, fostering a communicative FL classroom is essential for effective language learning.
Second language learning is fundamentally an interactive process, with the traditional teacher-learner dynamic being central to language classrooms (Richards & Lockhart, 1994) In this model, teachers act as experts, guiding learners and dominating classroom discussions (Lemke, 1990) This interaction significantly shapes students' perceptions and engagement in activities (Farrell, 2002) Through their exchanges, teachers and students collaboratively build a shared knowledge base, fostering mutual understanding of their roles, relationships, and the norms that govern their participation in the classroom.
Malamah-Thomas (1987) emphasizes that classroom interaction is a reciprocal process rather than a simple one-way action Effective communication occurs when participants, including teachers and students, continuously adapt their responses to each other's actions This dynamic exchange is crucial for fostering meaningful interactions in the learning environment.
1.1.2 The structure of classroom discourse
Sinclair and Coulthard (1975) discovered that classroom interactions typically adhere to a three-part structure known as the IRF model, which includes the stages of Initiation (the question), Response (the answer), and Follow-up (the feedback).
The exchange model described by McCarthy and Walsh (2002) begins with a teacher's initiation, followed by a student response and concluding with teacher feedback This interaction can encompass multiple IRF cycles within a single topic For instance, after students discussed a peer's essay, the teacher aimed to transition back to a teacher-led format, enabling students to collaboratively share their insights and outcomes (Katz, 1996: 68).
Classroom interactions often follow the IRF (Initiation-Response-Feedback) pattern, which serves as a teacher's default approach unless intentionally altered According to Van Lier (1996), the IRF sequence effectively guides students through structured learning, offers immediate feedback on their performance, and helps maintain an organized lesson environment.
The IRF sequence faces criticism for potentially limiting meaningful student participation, as it grants teachers the authority to initiate discussions, control turn-taking, and assess student contributions In contrast, students experience significantly restricted opportunities to ask questions and engage in meaning negotiation (Cullen, 2002; McCarthy, 1991).
The IRF model has a role in language classrooms, but it should not dominate classroom interactions To enhance the quality of teacher-student engagement, a less controlling discourse approach is essential While traditional teacher talk can be effective at times, encouraging students to share authentic information about themselves is equally important Striking a balance between language as a "display" and as genuine communication is crucial for effective learning (McCarthy and Walsh, 2002).
1.2 Theoretical background of Teacher talk
1.2.1 The definition of teacher talk
Many definitions of teacher talk have been given from different perspectives Sinclair＆
Teacher talk, as defined by Brazil (1982), refers to the language used by teachers in the classroom, which occupies a significant amount of class time for giving directions, explaining activities, and assessing student understanding Ellis (1985) further explains that teacher talk differs from the language used with other learners, as teachers modify both language form and function to enhance communication in the classroom These modifications are essential for effective teaching and are collectively known as “teacher talk.”
According to Cook (1989), "teacher talk" pertains to the volume of speech produced by the teacher, in contrast to that of the students This concept is also referred to as teachers' language, teachers' speech, or teachers' utterances.
Teacher talk, a crucial element in foreign language teaching, refers to the language spoken by teachers during class, characterized by its use of the target language for both content and communication This language serves as a primary source of input for students, facilitating their understanding and engagement in language acquisition Additionally, teacher talk is instrumental in organizing classroom activities and enhancing interaction between teachers and students, thereby enriching the overall teaching process.
1.2.2 The role of teacher talk in foreign language learning
Recent classroom research highlights the significant benefits of teacher talk, demonstrating its potential to enhance learning outcomes According to Nunan (1991), teacher talk plays a vital role in both classroom organization and language acquisition processes.
Similarly, Cullen (1998: 179-180) highlights some of the advantages of teacher talk are