Some Effects of Teacher Talk on Learners’ Involvement in Classroom Active Communication
Abstract
This paper attempts to understand
the potential reasons for learners’
low participation in class. It explores
the relationship between some
interactive patterns of teacher’s
pedagogical discourse and learners’
involvement in interactive
communication, because research
stresses the importance of
committing learners in the learning
process to achieve efficient learning.
And committing learners means
favouring participation. One way of
dealing with the issue is to destructure
teacher talk and diagnose
factors in it that potentially impede
learners’ participation in class,
focusing on some specifically
psycho-affective traits of teacher,
such as turn-allocation, interaction
patterns, participation roles and
quality of teacher’s and learners’
pedagogical acts. The underlying
hypothesis is that the quality of
teachers’ talk in terms of psychoaffective
features would likely affect
learners’ participation in class.
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