A Survey of English Teacher Talk in Junior High School Based on the SETT Framework
Abstract
In foreign language teaching, teacher talk is not only a medium used to impart knowledge and manage classrooms, but also an important source of comprehensible input for students. The Self-Evaluation of Teacher Talk (SETT) framework proposed by Walsh provides a
new approach for the study of teacher talk. Therefore, this study applies the SETT framework to the research of English teacher talk in junior
high school, aiming to discover the typical interactional features of English teacher talk in junior high school and put forward some suggestions for the teachers, hoping to facilitate them to use the SETT framework for self-evaluation and other-evaluation of teacher talk.
new approach for the study of teacher talk. Therefore, this study applies the SETT framework to the research of English teacher talk in junior
high school, aiming to discover the typical interactional features of English teacher talk in junior high school and put forward some suggestions for the teachers, hoping to facilitate them to use the SETT framework for self-evaluation and other-evaluation of teacher talk.
Keywords
SETT framework; Teacher talk; Junior high school English; Interaction modes; Interactional feature
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[1] Walsh, S. (2006). Investigating Classroom Discourse[M]. London & New York: Routledge.
[2] Walsh, S. (2011). Exploring Classroom Discourse: Language in Action [M]. London & New York: Routledge.126.
[3] Siegler, R. S. & Crowley, K. (1991) The microgenetic method: A direct means for studying cognitive development [J]. American Psychologist, 46: 606-620
[4] Eisenring, M. & Margana, M. (2019). An analysis of teacher talk in a senior high school in Palu, Central Sulawesi through the use of Self-Evaluation of Teacher Talk (SETT). Jurnal Pendidikan Humaniora, 6(4), 188-200.
[5] Ghafarpour, H. (2017). Classroom conversation analysis and critical reflective practice: Self-evaluation of teacher talk framework in focus. Relc Journal, 48(2), 210-225.
DOI: http://dx.doi.org/10.18686/eer.v2i2.3955
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