Type of Teacher Talk
The talk that a teacher does in the teaching-learning
process wass essential to promote communication in the classroom. Hence, the
language teacher uses to speak should be understandable for students and able to
create a pleasant learning atmosphere. Flander (1989, cited
in Walsh 2006)
divides teacher talk
into seven types
(accepts or deals with
feelings, praises and
encourages, accepts or
uses ideas of
students, asks questions, lectures,
gives direction, and
criticizes or uses
authority), students talk
in three types (response and initiation), and also silence (period of
silence or confusion) These are as follows:
1.
Indirect
Influence
a.
Deals
with feeling: in a nonthreatening way, accepting,discussing, referring to, or communicating
an understanding of the past,
present, or future
sense of students.
b.
Praise
or encourages: Praising, complimenting, and telling students why what they have
said or done is valued. Encouraging students to give their opinion or ideas, trying
to provide them
with confidence, confirming
that answers are correct or not. b.1)
Jokes: Intentional joking,
kidding, making funs,
attemptingto be humorous, providing
the joking is not at
anyone‘s expense (Unintentional humor is not included in this
category).
c.
Uses ideas
of students: Clarifying,
using, interpreting, andsummarizing the opinions
of students. The
ideas must be
rephrased by the
teacher but still recognized as being student
contributions. c.1) Repeats student
response verbatim: Repeating
the exactwords of
students after they participate.
d.
Asks
a question: Asking questions to which the answer isanticipated. (Rhetorical questions
are not included in this category).
2.
Direct
Influence
a.
Gives information:
Giving information, facts,
own opinions, or
ideas: lecturing or asking
rhetorical questions. a.1)Correctstudent‘s answer without rejections: Telling
students who have made a mistake of their
response without using
words or intonations
which communicate criticism. Gives
directions: Giving directions,
request, or commands that
students are expected
to follow, directing
various drills, facilitating
either whole-class and small-group activity.
b.
Criticizes student
behavior: Rejecting the
inappropriate behavior of
students, trying to change the non-acceptable behavior, communicating
anger, displeasure, annoyance, and also dissatisfaction with what students are
doing.
c.
Criticizes
student’s response: informing the student
his or her answer
is not correct or
acceptable and communicating
criticism, displeasure, annoyance, rejection by word or intonation.
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