Teacher Talk in English Foreign Language Classroom

Solita, Reka; Harahap, Alamsyah; Lubis, Azhar Aziz

doi:10.33369/jeet.5.2.302-316

Cited by 5 publications

(6 citation statements)

References 10 publications

(4 reference statements)

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“…According to Sharpe in (Solita et al, 2021), the teacher allows the students to take part in the classroom activity enthusiastically if a teacher implements indirect talk during the learning process. This is called the student-centered learning model, students participate in their learning as leaders and decision-makers and they can choose what they learn and how they learn it.…”

Section: Discussionmentioning

confidence: 99%

“…(Azizah et al, 2023), in their research stated that to reach the success of education, teacher talk has a significant role. In order to investigate the portions of the teacher talk that take place during the learning activity, the teacher talks give instructions, explains the learning task, and assesses student understanding (Solita et al, 2021). According to Edwards & Mercer cited in (Mellany et al, 2021) teacher talk can lead to a students' principled understanding because their understandings result from classroom activities and dialogic discourse, which helps to develop what is known as common knowledge.…”

Section: Introductionmentioning

confidence: 99%

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Teacher Talk Analysis in Classroom Interaction through Flander’s FIACS Technique

Nafisah,

Setianingsih

2024

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This research attempts to investigate the teacher talk types employed in classroom interaction using Flander Interaction Analysis Categories System (FIACS) framework. This research was qualitative research with a descriptive method. The research participants were an English teacher and eleventh-grader students of SMAN 1 Gunungsari. The data collection method is audio recording and observation. The data were collected through two class meetings. To analyze the data, the researchers used interaction analysis systems adapted from Flanders (1970). The study’s findings showed that the seven types of teacher talk were found in classroom interaction with varied percentages of certain occurrences. Of the seven types, lecturing and giving directions were mostly applied by the teacher, which indicated that the teacher’s domination in classroom interaction was high. The teacher offered the students more information and knowledge as well as gave them directions, commands, or orders in the learning process. It also showed that the percentage of direct talk was higher than indirect talk. It is expected that the teachers would use this study as a reference to think about the types of teacher talk they should use to raise their students' engagement in classroom interaction.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Teacher Talk Analysis in Classroom Interaction through Flander’s FIACS Technique

Nafisah,

Setianingsih

2024

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“…Teacher talk (TT) refers to a talk that a teacher speaks to a learner in a second or foreign language learning class. Solita, et al (2021) explained that teacher talk is giving direction, explaining learning activities, confirming student's understanding to identify the parts of teacher talk that arises during learning activities. It can be said that teacher talk is a language used by instructors to get their students involved in the learning process.…”

Section: Teacher Talkmentioning

confidence: 93%

Speech Act Analysis of Teacher Talk in EFL Classroom

Arifah,

Salija,

Abdullah

2024

ARRUS J. Soc. Sci. Hum.

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This research aimed to classify the structural forms of utterances in locutionary acts, illocutionary acts types, and the impacts of perlocutionary acts on the students in EFL (English as a Foreign Language) classrooms. This research used qualitative research to analyze the data. The subject of this research is a teacher who actively teaches in the English and Literature Department, at Universitas Islam Negeri Alauddin Makassar. Data were collected through observation checklists in the classroom and semi-structured interview with the teacher. The results showed that based on finding by Yule’s theory, the researcher found three forms of locutionary acts used by the teacher in the teaching and learning process, such as declarative form, imperative form, and interrogative form. Second, based on Searle’s theory, the researcher found the types of illocutionary acts produced by teachers during the teaching and learning process, namely representative (explaining, informing, announcing), directive (commanding, requesting, asking, suggesting), expressive (greetings, thanking, praising), and commissive (assuring, undertaking, promising). Third, based on the utterances performed by the teacher in the EFL classroom process, the researcher found perlocutionary acts such as the students asking questions, and doing something. The research concluded that language has a function in the speech act especially for facilitating communication skills of language learning and shaping the classroom dynamic.

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“…Regarding the students' perceptions of the teacher's talk, the students agreed that the teacher uses all of the feedback except for ignoring it. Solita et al (2021) also conducted a study on teacher talk. This study shed light on teacher talk categories and the frequency of teacher talk employed in the classroom.…”

Section: Examplementioning

confidence: 99%

Comparing Lexical Density in Teacher Talks: Elementary School and Higher Education Level

2023

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Teacher talk must be specific, clear, concise, and comprehensible for students as the target interlocutors. This study aimed to characterize lexical density in teacher talks of elementary school teachers and university lecturers during teaching. A qualitative descriptive technique was used involving lexico-grammar analysis from an SFL perspective. The subjects of this study were three elementary school teachers (6th-grade teachers) and three university lecturers (English lecturers) who were voluntarily recorded during their teaching time; once for each. Hence, the object of this study is the transcriptions of teacher talks from these six research subjects which were then analyzed using documentation techniques of data analysis namely selection, categorization, classification, identification, and verification. The results show that the lexical density used in elementary school teacher talk is 42.65% (low) and that one employed at the university level is 36.76% (low). Unexpectedly, the rate for elementary school is somewhat higher than that for the university level. This case appears to have an intervening aspect because the elementary school is an international school. It is learned that an educational institution—regardless of its level—with a distinct learning target would certainly influence the lexical density employed in the teachers’ spoken discourse during classes.

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Teacher Talk in English Foreign Language Classroom

Cited by 5 publications

References 10 publications

Teacher Talk Analysis in Classroom Interaction through Flander’s FIACS Technique

Teacher Talk Analysis in Classroom Interaction through Flander’s FIACS Technique

Speech Act Analysis of Teacher Talk in EFL Classroom

Comparing Lexical Density in Teacher Talks: Elementary School and Higher Education Level

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