Exploring the Impact of Teacher Talk in Acquiring English Grammar
Abstract
Down the ages, many studies have been conducted on Grammar Teaching. This study investigates on the effect of Grammar Teaching on Language Learning. It throws light on the dark area of how teachers teach grammar verbally and the manner their talk impacts the learning process. This paper aims to explore the Impact of Teacher Talk on Acquisition of English Grammar naturally. The required data was collected with a Qualitative Realistic Approach. The conversation analysis method was transcribed and analyzed. The outcome revealed that teacher talk enhanced students’ command of English grammar learning. Besides, they explicated that Repetition and Pauses were the most frequent techniques used in teacher talk. Wh-questions, Yes/No questions and Elaboration were the most-used strategies in teachers talk. These techniques and strategies helped language learners acquire the grammatical rules. It is suggested that teachers take more consideration to their talk, as it reflects on improving Language Learning.
References
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Blum-Kulka, S., & Snow, C. (2002). Talking to adults. Mahwah, N.J.: Lawrence Erlbaum Associates.
Bochner, S., & Jones, J. (2003). Child language development. London: Whurr Publishers.
Brown, H. (2000). Principles of language learning and teaching. White Plains, NY: Longman.
Carter, R., & McCarthy, M. (2006). Cambridge grammar of English. Cambridge, UK: Cambridge University Press.
Chaudron, C. (1982). Vocabulary elaboration in teachers' speech to L2 learners. Studies In Second Language Acquisition, 4(02), 170. http://dx.doi.org/10.1017/s027226310000440x
Chaudron, C. (1988). Second language classrooms (6th ed.). Cambridge: Cambridge University Press.
Chen, H. (2016). In-service teachers’ intelligibility and pronunciation adjustment strategies in English language classrooms. English Language Teaching, 9(4), 30. http://dx.doi.org/10.5539/elt.v9n4p30
Chomsky, N. (1986). Knowledge of language. New York: Praeger.
Cook, V. (2008). Second language learning and language teaching. London: Hodder Education.
Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches. Los Angeles: Sage.
Deng, F., & Lin, Y. (2016). A Comparative study on beliefs of grammar teaching between high school English teachers and students in China. English Language Teaching, 9(8), 1. http://dx.doi.org/10.5539/elt.v9n8p1
Ellis, R. (2001). Form-focused instruction and second language learning. Oxford: Blackwell.
Ellis, R. (2001). Introduction: Investigating form-focused instruction. Language Learning, 51, 1-46. http://dx.doi.org/10.1111/j.1467-1770.2001.tb00013.x
Ellis, R. (2006). Current issues in the teaching of grammar: An SLA Perspective. TESOL Quarterly, 40(1), 83. http://dx.doi.org/10.2307/40264512
Ellis, R., & Sheen, Y. (2006). Reexamining the role of recasts in second language acquisition. Studies In Second Language Acquisition, 28(04). http://dx.doi.org/10.1017/s027226310606027x
Ellis, R., Loewen, R., Elder, S., Erlam, R., Philp, J., & Reinders, C. (2009). Implicit and explicit knowledge in second language learning, testing and teaching. Bristol: Multilingual Matters.
Ezzi, N., A. (2012). Yemeni teachers’ beliefs of grammar teaching and classroom practices. English Language Teaching, 5(8). http://dx.doi.org/10.5539/elt.v5n8p170
Ferguson, C. (1977). Baby talk as a simplified register’. In C. Snow & C. Ferguson, Talking to children; Language input and acquisition (pp. 209-235). Cambridge: Cambridge University Press.
Freed, B. (1981). Foreigner talk, baby talk, native talk. International Journal Of The Sociology Of Language, 1981(28). http://dx.doi.org/10.1515/ijsl.1981.28.19
Hall, J., & Verplaetse, L. (2000). Second and foreign language learning through classroom interaction. London: Lawrence Erlbaum Associates.
Harmer, J. (2007). How to teach English. Harlow: Pearson Longman.
Harmer, J. (2007). The practice of English language teaching (4th ed.). England: Pearson Education Limited.
Hinkel, E., & Fotos, S. (2002). New perspectives on grammar teaching in second language classrooms. Mahwah, N.J.: Lawrence Erlbaum Associates.
Hutchby, I., & Wooffitt, R. (1998). Conversation analysis. Cambridge [u.a.]: Polity.
Inan, B. (2014). Teacher revoicing in a foreign language teaching context: Social and academic functions. Australian Journal Of Teacher Education, 39(9). http://dx.doi.org/10.14221/ajte.2014v39n9.5
İnceçay, G. (2010). The role of teacher talk in young learners’ language process. Procedia - Social And Behavioral Sciences, 2(2), 277-281. http://dx.doi.org/10.1016/j.sbspro.2010.03.010
Jarvis, J., & Roinson, M. (1997). Analysing educational discourse: An exploratory study of teacher response and support to pupils' learning1. Applied Linguistics, 18(2), 212-228. http://dx.doi.org/10.1093/applin/18.2.212
Kelly, G. (2001). How to teach pronunciation (Book with Audio CD). Pearson ESL.
Long, M. (1983). Linguistic and conversational adjustments to non-native speakers. Studies In Second Language Acquisition, 5(02), 177. http://dx.doi.org/10.1017/s0272263100004848
Marczak, M., & Hinton, M. (2015). Contemporary English language teaching and research. Newcastle: Cambridge Scholars Publishing.
Nassaji, H., & Fotos, S. (2011). Teaching grammar in second language classrooms. New York: Routledge.
Nazari, N. (2013). The effect of implicit and explicit grammar instruction on learners’ achievements in receptive and productive modes. Procedia - Social And Behavioral Sciences, 70, 156-162. http://dx.doi.org/10.1016/j.sbspro.2013.01.051
Richards, J., & Reppen, R. (2014). Towards a pedagogy of grammar instruction. RELC Journal, 45(1), 5-25. http://dx.doi.org/10.1177/0033688214522622
Savage, K., Bitterlin, G., & Price, D. (2010). Grammar matters. Cambridge: Cambridge University Press.
Saville-Troike, M. (2006). Introducing second-language acquisition. Cambridge: Cambridge University Press.
Scheffler, P., & Cinciala, M. (2010). Explicit grammar rules and L2 acquisition. ELT Journal, 65(1), 13-23. http://dx.doi.org/10.1093/elt/ccq019
Seedhouse, P. (2005). Conversation analysis as research methodology. In P. Seedhouse, Applying conversation analysis (pp. 251-266). Basingstoke: Palgrave Macmillan.
Sharpe, T. (2008). How can teacher talk support learning?. Linguistics And Education, 19(2), 132-148. http://dx.doi.org/10.1016/j.linged.2008.05.001
Shrum, J., & Glisan, E. (2009). Teacher's handbook (4th ed.). Boston: Heinle Cengage Learning.
Stern, H. (1983). Fundamental concepts of language teaching (9th ed.). Oxford: Oxford University Press.
Thornbury, S. (1999). How to teach grammar (1st ed.). Harlow: Pearson Education Limited.
Tsui, A. (1992). A functional description of questions. In M. Coulthard, Advances in spoken discourse analysis (pp. 89-110). London: Routledge.
Zhang, J. (2009). Necessity of grammar teaching. International Education Studies, 2(2). http://dx.doi.org/10.5539/ies.v2n2p184
Blum-Kulka, S., & Snow, C. (2002). Talking to adults. Mahwah, N.J.: Lawrence Erlbaum Associates.
Bochner, S., & Jones, J. (2003). Child language development. London: Whurr Publishers.
Brown, H. (2000). Principles of language learning and teaching. White Plains, NY: Longman.
Carter, R., & McCarthy, M. (2006). Cambridge grammar of English. Cambridge, UK: Cambridge University Press.
Chaudron, C. (1982). Vocabulary elaboration in teachers' speech to L2 learners. Studies In Second Language Acquisition, 4(02), 170. http://dx.doi.org/10.1017/s027226310000440x
Chaudron, C. (1988). Second language classrooms (6th ed.). Cambridge: Cambridge University Press.
Chen, H. (2016). In-service teachers’ intelligibility and pronunciation adjustment strategies in English language classrooms. English Language Teaching, 9(4), 30. http://dx.doi.org/10.5539/elt.v9n4p30
Chomsky, N. (1986). Knowledge of language. New York: Praeger.
Cook, V. (2008). Second language learning and language teaching. London: Hodder Education.
Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches. Los Angeles: Sage.
Deng, F., & Lin, Y. (2016). A Comparative study on beliefs of grammar teaching between high school English teachers and students in China. English Language Teaching, 9(8), 1. http://dx.doi.org/10.5539/elt.v9n8p1
Ellis, R. (2001). Form-focused instruction and second language learning. Oxford: Blackwell.
Ellis, R. (2001). Introduction: Investigating form-focused instruction. Language Learning, 51, 1-46. http://dx.doi.org/10.1111/j.1467-1770.2001.tb00013.x
Ellis, R. (2006). Current issues in the teaching of grammar: An SLA Perspective. TESOL Quarterly, 40(1), 83. http://dx.doi.org/10.2307/40264512
Ellis, R., & Sheen, Y. (2006). Reexamining the role of recasts in second language acquisition. Studies In Second Language Acquisition, 28(04). http://dx.doi.org/10.1017/s027226310606027x
Ellis, R., Loewen, R., Elder, S., Erlam, R., Philp, J., & Reinders, C. (2009). Implicit and explicit knowledge in second language learning, testing and teaching. Bristol: Multilingual Matters.
Ezzi, N., A. (2012). Yemeni teachers’ beliefs of grammar teaching and classroom practices. English Language Teaching, 5(8). http://dx.doi.org/10.5539/elt.v5n8p170
Ferguson, C. (1977). Baby talk as a simplified register’. In C. Snow & C. Ferguson, Talking to children; Language input and acquisition (pp. 209-235). Cambridge: Cambridge University Press.
Freed, B. (1981). Foreigner talk, baby talk, native talk. International Journal Of The Sociology Of Language, 1981(28). http://dx.doi.org/10.1515/ijsl.1981.28.19
Hall, J., & Verplaetse, L. (2000). Second and foreign language learning through classroom interaction. London: Lawrence Erlbaum Associates.
Harmer, J. (2007). How to teach English. Harlow: Pearson Longman.
Harmer, J. (2007). The practice of English language teaching (4th ed.). England: Pearson Education Limited.
Hinkel, E., & Fotos, S. (2002). New perspectives on grammar teaching in second language classrooms. Mahwah, N.J.: Lawrence Erlbaum Associates.
Hutchby, I., & Wooffitt, R. (1998). Conversation analysis. Cambridge [u.a.]: Polity.
Inan, B. (2014). Teacher revoicing in a foreign language teaching context: Social and academic functions. Australian Journal Of Teacher Education, 39(9). http://dx.doi.org/10.14221/ajte.2014v39n9.5
İnceçay, G. (2010). The role of teacher talk in young learners’ language process. Procedia - Social And Behavioral Sciences, 2(2), 277-281. http://dx.doi.org/10.1016/j.sbspro.2010.03.010
Jarvis, J., & Roinson, M. (1997). Analysing educational discourse: An exploratory study of teacher response and support to pupils' learning1. Applied Linguistics, 18(2), 212-228. http://dx.doi.org/10.1093/applin/18.2.212
Kelly, G. (2001). How to teach pronunciation (Book with Audio CD). Pearson ESL.
Long, M. (1983). Linguistic and conversational adjustments to non-native speakers. Studies In Second Language Acquisition, 5(02), 177. http://dx.doi.org/10.1017/s0272263100004848
Marczak, M., & Hinton, M. (2015). Contemporary English language teaching and research. Newcastle: Cambridge Scholars Publishing.
Nassaji, H., & Fotos, S. (2011). Teaching grammar in second language classrooms. New York: Routledge.
Nazari, N. (2013). The effect of implicit and explicit grammar instruction on learners’ achievements in receptive and productive modes. Procedia - Social And Behavioral Sciences, 70, 156-162. http://dx.doi.org/10.1016/j.sbspro.2013.01.051
Richards, J., & Reppen, R. (2014). Towards a pedagogy of grammar instruction. RELC Journal, 45(1), 5-25. http://dx.doi.org/10.1177/0033688214522622
Savage, K., Bitterlin, G., & Price, D. (2010). Grammar matters. Cambridge: Cambridge University Press.
Saville-Troike, M. (2006). Introducing second-language acquisition. Cambridge: Cambridge University Press.
Scheffler, P., & Cinciala, M. (2010). Explicit grammar rules and L2 acquisition. ELT Journal, 65(1), 13-23. http://dx.doi.org/10.1093/elt/ccq019
Seedhouse, P. (2005). Conversation analysis as research methodology. In P. Seedhouse, Applying conversation analysis (pp. 251-266). Basingstoke: Palgrave Macmillan.
Sharpe, T. (2008). How can teacher talk support learning?. Linguistics And Education, 19(2), 132-148. http://dx.doi.org/10.1016/j.linged.2008.05.001
Shrum, J., & Glisan, E. (2009). Teacher's handbook (4th ed.). Boston: Heinle Cengage Learning.
Stern, H. (1983). Fundamental concepts of language teaching (9th ed.). Oxford: Oxford University Press.
Thornbury, S. (1999). How to teach grammar (1st ed.). Harlow: Pearson Education Limited.
Tsui, A. (1992). A functional description of questions. In M. Coulthard, Advances in spoken discourse analysis (pp. 89-110). London: Routledge.
Zhang, J. (2009). Necessity of grammar teaching. International Education Studies, 2(2). http://dx.doi.org/10.5539/ies.v2n2p184
Authors
[1]
“Exploring the Impact of Teacher Talk in Acquiring English Grammar”, Soc. sci. humanities j., vol. 3, no. 06, pp. 1346–1359, Jun. 2019, Accessed: Nov. 23, 2024. [Online]. Available: https://sshjournal.com/index.php/sshj/article/view/407
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