AN ANALYSIS OF "TEACHER TALK" IN THE EFL CLASSROOM
Keywords:
Teacher Talk, EFL classroom, input modification, questioning strategies, feedback, Student Talk Time, second language acquisitionAbstract
Teacher Talk (TT) refers to the specific variety of language employed by teachers when interacting with language learners in instructional settings. In English as a Foreign Language (EFL) classrooms, where the target language often constitutes the primary — and sometimes sole — medium of communication, the nature, quality, and quantity of Teacher Talk are widely recognized as pivotal determinants of learner acquisition, motivation, and communicative development. This article offers a comprehensive analysis of Teacher Talk in EFL contexts, examining its defining characteristics, key functions, theoretical underpinnings, and pedagogical implications. Drawing on a range of empirical studies and theoretical frameworks spanning the last four decades, the paper explores how modifications in speech rate, vocabulary, syntax, questioning strategies, and feedback provision collectively shape the EFL learning environment. The discussion further addresses debates around the optimal amount of Teacher Talk time (TTT) versus Student Talk Time (STT), the role of code-switching, and the implications of digital and blended learning environments on contemporary Teacher Talk practices. Ultimately, the article argues that rather than minimizing Teacher Talk, teachers should strive to optimize it by aligning their verbal behaviour with learners’ evolving linguistic needs and pedagogical goals.
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