Short Resume of Articles and Journals Issuing Teacher Talk
In this post, I will provide my resume on my reading of these articles and journals talking about Teacher Talk in English classrooms. To see or to download the full text of the articles and the journals, click the title and do what the web ask you to do.
This
article considered about how some Korean college students completed their
writing assignment with the teaching approaches used by their teachers when
they were studying in United States. For the detail, this article studied about
what happened to the students when they were facing a particular response from
their professor about their writing.
This
study states that what the teachers give as a feedback really influence the
students’ involvement in learning to write. When a teacher give a good feedback
with clear explanation, students will encourage students to write better, but
when a feedback given isn’t clear and full of negative comments, students’ will
be afraid to continue write as they lost their confidence.
This
study investigated the factors that affect students’ attention to teacher talk
in a Nine ESL classroom. And the findings is that the factors are (a) learner’s
self-evaluation of their language knowledge, the way teachers provided language
information, learners’ role in language episode, peer behaviors and learners’
concern for “face”.
For
the further explanation, students will give more attention when they don’t know
what is being talked about, when they’re involving in a language episode, when
the other students are recognizing their mistakes and when the teacher use an
interesting technique to explain something.
But
this study needs a deeper observation on understanding those factors above.
This study examine how teacher talk can develop the success of a
class. It states that more interactions between teacher and students have a
great role in students’ understanding.
This study found that the questions talk is a preferred strategy
used by the teacher to develop students’ understanding
The
focus of the study is to find out the pedagogical functions of teacher talk in
writing sessions. Then, it overs some sessions of Pedagogical features of
Writing Teacher Talk (WTT) to teach writing class. The WTT divided into 3
model; (a) focal talk, (b) remedial talk and (c) notional talk. Focal talk is
the expressions use by teachers to explain a new knowledge. Remedial talk
occurs when teachers correct the mistakes done by the students or to solve the
problems. Notional talk is expressions in evaluating students’ writing.
For
the result of the study, it found that the portions of the Pedagogical features
of WTT can be different depends on the needs and the teachers’ mastery.
This
study points to the critical role of teacher talk in shaping student classroom
participation patterns. In the other words, this study is to examine how
teacher language influence students’ participation in classroom.
Some
findings in this study show that what affect students in giving their
contribution in classroom are (a) teacher lecturing styles, (b) teachers’ lack
of modified input, (c) unfavorable teacher feedback, and (d) teachers’
pedagogical stories.
For
the conclusion of this study, it should be noted for the teacher to aware of
their expressions, their talk and what they expect from the students to invite
students’ participation in classroom.
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