Is Teacher Talk Pernicious to Students? A
Discourse Analysis of Teacher Talk
International Conference on Current Trends in...
1. Purpose of the study
Teachers can hinder or facilitate
learners' development by their use
of language.The primary purpo...
 Some students/speak like a native-others
 My brother, a student in that class/
teacher 9 years in Canada
 The manager-...
 Chaudron& Richards (1986)
 Tollefson (1988)
 Thornbury(1996)
 Cullen(1998)
 Mackey, Gass, & McDonough(2000)
 Sueyos...
 The research method- conversation
analysis
 Research- at conceptual level
 The research aim- heuristic- not to test a
...
 Conversation analysis- teacher talk-
audio-taped
 Transcription-
 Speaking turn- unit of analysis
 What is getting do...
 Each turn- benchmarked against-
 Experts' recommendation- principles
of L2 theories
 Is turn or the teacher conduct-
f...
Metalinguistic feedback
Elicitation
Repetition
Negotiation of meaning
 -Minimize the use of yes/ no
questions.
 -Ask a balance of referential and
display questions.
 -Use open- ended questi...
 -Remember students' names
 -Regard students favourably.
 -Be inclusive (ask everyone
 -Reveal aspects of yourself.
 ...
 In turn 3, threatening- security –
humanistic
 In turn 12, memorization –teacher style-
autonomy
 Turn 46, question tu...
 Turn 47 and 48, conflict climax-
crossing swords-respect and rapport
 Turn 51 and 52, silent- turn to strong
student
 ...
 Turn 57, should simplified and modified- did
the opposite
 Turn 55, 57, 60, 66- simplification-avoidance of
idiom
 And...
 62- teacher's statement has some
presuppositions
 Everyone at this stage- cause talked a lot-
his problem
 Another imp...
 Turn 65- one student- answer – instead-
student-centered approach
 Share the responsibility of learning- made a
monkey ...
 Teacher was not successful- real or
authentic communication
 Nearly all-questions- display
 Talk followed IRF sequence...

Gharbavi, A. & Iravani, H. (2013). Is Teacher talk pernicious to Students? A Discourse Analysis of Teacher's Talk. Paper  ...
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Gharbavi, A. & Iravani, H. (2013). Is Teacher talk pernicious to Students? A Discourse Analysis of Teacher's Talk. Paper presented at International Conference on Current Trends in ELT: Putting the Learner in the Spotlight, Urmia, Iran, May,2013.

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Gharbavi, A. & Iravani, H. (2013). Is Teacher talk pernicious to Students? A Discourse Analysis of Teacher's Talk. Paper presented at International Conference on Current Trends in ELT: Putting the Learner in the Spotlight, Urmia, Iran, May,2013.

  1. 1. Is Teacher Talk Pernicious to Students? A Discourse Analysis of Teacher Talk International Conference on Current Trends in ELT: Putting the Learners in the Spotlight Urmia, Iran May, 20-22, 2013 Abdullah Gharbavi Hassan Iravani Payame Noor University
  2. 2. 1. Purpose of the study Teachers can hinder or facilitate learners' development by their use of language.The primary purpose is to raise teachers' awareness of the effectiveness or pitfalls of their talk in language classrooms.
  3. 3.  Some students/speak like a native-others  My brother, a student in that class/ teacher 9 years in Canada  The manager- new teacher observe- his best teacher  Manager alledged-highly qualified teacher
  4. 4.  Chaudron& Richards (1986)  Tollefson (1988)  Thornbury(1996)  Cullen(1998)  Mackey, Gass, & McDonough(2000)  Sueyoshi&Hardison (2005  Darn (2007)
  5. 5.  The research method- conversation analysis  Research- at conceptual level  The research aim- heuristic- not to test a hypothesis  To generate a hypothesis  No prespecified question or hypothesis
  6. 6.  Conversation analysis- teacher talk- audio-taped  Transcription-  Speaking turn- unit of analysis  What is getting done by each speaker in each turn
  7. 7.  Each turn- benchmarked against-  Experts' recommendation- principles of L2 theories  Is turn or the teacher conduct- facilitate or  Hinder the opportunities?
  8. 8. Metalinguistic feedback Elicitation Repetition Negotiation of meaning
  9. 9.  -Minimize the use of yes/ no questions.  -Ask a balance of referential and display questions.  -Use open- ended questions to encourage opinions and discussion.  -Personalize question where possible
  10. 10.  -Remember students' names  -Regard students favourably.  -Be inclusive (ask everyone  -Reveal aspects of yourself.  -React positively to students' imitative.  -Be generous with your words and gestures
  11. 11.  In turn 3, threatening- security – humanistic  In turn 12, memorization –teacher style- autonomy  Turn 46, question turn down- real question  Function – mute button- crick  Input or output hypotheses
  12. 12.  Turn 47 and 48, conflict climax- crossing swords-respect and rapport  Turn 51 and 52, silent- turn to strong student  Responsible- resurrect him- Pinter (2006)-elementary-  Depend more on teacher
  13. 13.  Turn 57, should simplified and modified- did the opposite  Turn 55, 57, 60, 66- simplification-avoidance of idiom  And slang- above the head- show off  Turn 60 - programmed answer- deprive the student  Expressing his thought- implication- little interest in  What he thinks or says
  14. 14.  62- teacher's statement has some presuppositions  Everyone at this stage- cause talked a lot- his problem  Another implication nobody has the right  In turn 63 and 64- although production- learning  Some have right to be silent- sooner- filter hypothesis
  15. 15.  Turn 65- one student- answer – instead- student-centered approach  Share the responsibility of learning- made a monkey of him  In turn 10, 27, 3o, 36, 41, 52- Hossein – called on  Some never been called on- create tension and jealousy  One student steals the show  Furthermore, this turns the class into court  One victim is cross-examined
  16. 16.  Teacher was not successful- real or authentic communication  Nearly all-questions- display  Talk followed IRF sequence- teacher talk more  The feedback to the student- simply
  17. 17.

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