More Student Talk, Less Teacher Talk: How to Get There
DOI:
https://doi.org/10.69907/tbj.v2i1.90Keywords:
perception, attitude, experience, talk timeAbstract
Students and teachers of English as a Second Language were surveyed concerning their perceptions of the relative amounts of teacher talk time and student talk time in their classrooms, as well as beliefs, values, and attitudes regarding proportions of teacher and student talk time. The teachers were then asked about their experiences with and attitudes toward specific techniques, presented in four categories: techniques to increase student talk, reduce teacher talk, foster an atmosphere that encourages student talk, and measure teacher talk in ESL classrooms. Teachers expressed interest in trying new techniques to improve the talk time balance.
References
British Council. (2020). Teacher talking time. Teaching English. https://www.teachingenglish.org.uk/professional development/teachers/knowing-subject/t-w/teacher talking-time
Rivers, W. (1987). Interactive language teaching. New York: Cambridge University Press.
Spector, C. (2023). Feedback from an AI-driven tool improves teaching, Stanford-led research finds. Stanford News https://news.stanford.edu/2023/05/08/ai-feedback tool-improves-teaching-practices/
Tomasello, M. (2000). First steps toward a usage-based theory of language acquisition. Cognitive Linguistics, 11, 61–82.
Walsh, S. (2006). Investigating Classroom Discourse. New York: Routledge.
