Teacher Talk in an EFL University Classroom

Teacher Talk in an EFL University Classroom

This paper investigates the characteristics and patterns of teacher talk through classroom discourse analysis in an EFL university context. After collecting the discourse data for a semester based on an English class with one native English speaking teacher (NEST) and 35 students, the researchers modified Chaudron’s (1983) four points of view on teacher talk into three (i.e., teacher vocabulary, teacher questioning, and topic management) for further categorization and coding of the data. The results of the study showed that 1) the NEST used both simplified and coined words and code switched various words, 2) the NEST’s unclear and fragmented questions often appeared to confuse the students, and 3) the NEST teacher used the strategies of providing the learners with hypothetical scenarios and role play opportunities for better topic management. Finally, the study discusses the importance of a discourse analysis approach in order to understand one’s teaching practices and, possibly, help EFL learners engage in m e meaningful and diverse interaction in the language classroom.