This study aimed to investigate medical students’ attitudes toward some teachers’ talking features regarding their gender in Iranian context. To do so, 60 male and 60 female medical students of Urmia University of Medical Sciences (UMSU) participated in the research. A researcher made Likert-type questionnaire which was initially piloted was used to gather the data. Comparing the four different factors regarding the features of teacher talk, it was revealed that visual and extra-linguistic information factor, lexical and syntactic familiarity, speed of speech, and the use of Persian language had the highest to the lowest mean score, respectively. It was also indicated that female students rather than male students were significantly more in favor of speed of speech and lexical and syntactic familiarity.
Table of Contents
I. INTRODUCTION
II. LITERATURE REVIEW
III. METHODOLOGY
A. Participants
B. Data Collection Instrument
C. Data Analysis
IV. RESULTS
A. Descriptive Statistics
B. Evaluating main factors in medical students’ attitudes towards some features of teacher talk
C. Evaluating Students’ Attitudes Regarding Their Gender
V. DISCUSSION
A. Students Attitudes toward some Features of Teacher Talk
B. Male vs. Female Medical Students’ Attitudes toward Some Features of Teacher Talk
VI. CONCLUSION
Research Objective and Focus
The primary objective of this study is to investigate the attitudes of medical students at the Urmia University of Medical Sciences (UMSU) toward specific features of "teacher talk" (TT) within an English as a Foreign Language (EFL) classroom context, specifically exploring potential differences in these perspectives based on student gender.
- Analysis of four core features of teacher talk: rate of speech, lexical and syntactic familiarity, visual/extra-linguistic information, and the use of the Persian language.
- Assessment of medical students' preferences regarding teacher communication strategies to improve language comprehension.
- Investigation into how gender influences student attitudes toward different teacher talking features.
- Evaluation of the effectiveness of teacher talk as a source of comprehensible input in an EFL environment.
- Identification of pedagogical adjustments teachers can make to enhance student engagement and learning outcomes.
Excerpt from the Book
B. Male vs. Female Medical Students’ Attitudes toward Some Features of Teacher Talk
Regarding the differences between male and female medical students’ attitudes towards some features of teacher talk in EFL context, the statistical analyses revealed that female students in comparison to male students had higher mean scores in speed of speech and lexical and syntactic familiarity. Furthermore, the results of the present study demonstrated that the female students’ strongly desired for getting teacher talks’ natural speed of speech, and also expressed their willingness to be exposed to already known lexical and syntactic items through teacher talk. It seems that female medical students in UMSU more than male students are open to somewhat slowed-down (not too fast) teacher talk. Regarding the lexical and syntactic familiarity, female students more than male students were in favor of lexically and syntactically teacher talk that comprises some words and grammatical rules which were studied before. That is to say, there was a significant difference between male and female participants’ attitudes toward the speed of speech and lexical and syntactic familiarity of teacher talk.
This result of study matches with the findings of Chaudron [23] demonstrating the instructor's utilization of a more common, high frequency vocabulary when talking to non native speakers. The result of the study was consistent with the result obtained by Kleifgen [24] who found that the teacher’s lexical items were less various when addressing non-native speakers while the teacher’s lexical items were more various when addressing native speakers. Henzl [25] discovered that when addressing nonnative speakers, native speakers had a tendency to adopt a slower rate of speech and utilize high frequency vocabularies. Larsen-Freeman and Long [26] found that in the case of phonology, the rate of teacher talk when addressing to children is slower nd new and difficult vocabularies are avoided.
Summary of Chapters
I. INTRODUCTION: Defines the concept of "teacher talk" (TT) as a crucial source of comprehensible input in EFL classrooms and establishes the research gap regarding student attitudes in the Iranian context.
II. LITERATURE REVIEW: Traces the evolution of TT research from "caretaker speech" and "foreigner talk," emphasizing its role in instructed second language acquisition.
III. METHODOLOGY: Outlines the quantitative approach using a 27-item Likert scale questionnaire administered to 120 medical students to measure attitudes toward four specific TT factors.
IV. RESULTS: Presents descriptive statistics and factor analysis confirming four distinct dimensions of teacher talk, followed by comparative analysis based on gender.
V. DISCUSSION: Interprets the findings by comparing them with existing linguistic studies, highlighting why female students prioritize specific modifications like speech rate and vocabulary familiarity.
VI. CONCLUSION: Synthesizes the study's implications, suggesting that teachers should tailor their talking features to student needs to maximize comprehension and active participation.
Keywords
Teacher talk, EFL, Medical students, Attitude, Gender, Language acquisition, Comprehensible input, Rate of speech, Lexical familiarity, Syntactic complexity, Pedagogical strategies, Classroom communication, Student perspectives, Language teaching, Iran
Frequently Asked Questions
What is the core focus of this research?
The study investigates the attitudes of medical students in Iran toward various features of teacher talk, such as speech rate, vocabulary, and the use of the native language, within English language classrooms.
What are the central thematic areas?
The research centers on four identified factors: speed of speech, lexical and syntactic familiarity, the use of visual and extra-linguistic information, and the role of the Persian language in English instruction.
What is the primary research question?
The study aims to determine which factors are most significant in shaping student attitudes and whether these perspectives differ significantly between male and female medical students.
Which methodology was employed for this research?
The authors utilized a quantitative survey-based approach, employing a researcher-made 27-item Likert-type questionnaire and statistical procedures including MANOVA and independent t-tests.
What topics are covered in the main body of the paper?
The main body covers the theoretical background of teacher talk, the specific demographic data of the participants, the factor analysis of the questionnaire results, and a comparative analysis of student responses based on gender.
Which keywords characterize this study?
Key terms include Teacher talk, EFL, Medical students, Attitude, Gender, Language acquisition, and pedagogical communication strategies.
How does the use of visual aids impact the students' learning process?
According to the item analysis (Item 15), students identified "visual and extra-linguistic information" as the most important factor, believing it makes the class more interesting and significantly facilitates comprehension.
What difference was observed between male and female students regarding teacher talk?
The results showed that female students had significantly higher preferences for a modified speed of speech and greater familiarity with lexical and syntactic structures compared to their male counterparts.
How should teachers apply these results in their own classrooms?
The study suggests that teachers should be aware of their learners' preferences and adjust their linguistic input—specifically in speed and vocabulary selection—to better meet the needs of their specific student population.
- Citation du texte
- Ismail Baniadam (Auteur), 2018, Investigating Medical Students’ Perspectives toward University Teachers’ Talking Features in English as a Foreign Language Context in Urmia, Iran, Munich, GRIN Verlag, https://www.grin.com/document/444120
