ABSTRACT

Second language trainee teachers need to use effective classroom language, or ‘teacher talk’, otherwise opportunities for second language learning can be reduced. However, trainees are often not aware of how their teacher talk influences opportunities for language development in the classroom. This study explores teacher talk data collected from lesson transcripts of teaching practice recordings and from stimulated recall interviews with nine trainee teachers who were studying on a Teaching English to Speakers of Other Languages Master’s programme at a UK university. It encourages the trainees to look up-close at their teacher talk in order to raise their awareness of its impact on second language learning. The findings of this research show that trainee teachers use teacher talk features which close down learner interaction and that this may be due to their concern with getting through and moving on with the lesson rather than with supporting learning.

摘要

第二语言实习教师需要使用有效的课堂语言，或“教师谈话”，否则会减少第二语言学习的机会。然而，受训者往往不知道他们的老师谈话如何影响课堂语言发展的机会。本研究探讨了从教学实践录音的课程记录和对九名在英国大学学习英语教学硕士课程的受训教师进行的刺激回忆访谈中收集的教师谈话数据。它鼓励学员近距离观看老师的演讲，以提高他们对其对第二语言学习影响的认识。