Effective teacher talk has been reported to be dependent upon the teacher having post-liminal (higher levels of) understanding and has been operationalized as aligning one’s talk with the pedagogic purpose. In EAP classes, however, there are some instances where enacting effective teacher talk can be challenging. This article reports on one such instance by drawing on fifty-one hours of classroom video-recordings and seventeen hours of reflective meetings. It explores EAP teachers’ responses to learner initiatives, tapping into the teachers’ subject knowledge deficit. It also examines the potential of data-led dialogic reflective practice to enable teachers to skilfully manage the interacting influences of face, authority, ethics, input, and learner participation in EAP classes.

中文翻译：

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EAP 课堂上的教师谈话：过渡到阈限后的理解

据报道，有效的教师谈话取决于教师是否具有阈限后（更高水平的）理解，并已被实施为使一个人的谈话与教学目的保持一致。然而，在 EAP 课程中，在某些情况下制定有效的教师谈话可能具有挑战性。本文通过 51 小时的课堂录像和 17 小时的反思会议报告了一个这样的例子。它探讨了 EAP 教师对学习者倡议的反应，挖掘教师的学科知识不足。它还检验了以数据为主导的对话反思实践的潜力，使教师能够巧妙地管理面子、权威、道德、输入和学习者参与 EAP 课程的相互作用影响。