This study aimed at investigating the MA EFL learners‘attitudes toward some features of teacher talk regarding gender and experience of teaching in Iranian context. During the study, MA students of TEFL courses in Urmia University were selected as the population of the study. To begin with, 60 male and 60 female EFL MA students were selected as the participants. The instrument used in this study was a researcher made questionnaire which was initially piloted. The questionnaires were distributed among the subjects at the end of their class time with the cooperation of their English teachers in some classes. It took the participants roughly 20 minutes to fill out the questionnaire which included Likert-type questions. Based on the findings of the study it was revealed that the most and least important factor for the students regarding the teachers talk are visual and extra-linguistic information the use of Persian language respectively. Additionally, 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. Moreover, it was concluded that teaching experienced students rather than non-experienced students had higher mean scores in attitudes to Visual and extra-linguistic information.
Table of Contents
CHAPTER ONE: INTRODUCTION
1.1. Background
1.2. Statement of the Problem
1.3. Significance of the Study
1.4. The Purpose of the Study
1.5. Research Questions
1.6. Research Hypotheses
1.7. Definition of Key Terms
1.8. Organization of the Study
CHAPTER TWO: REVIEW OF THE RELATED LITERATURE
2.1. Introduction
2.2. Theoretical Background
2.2.1. Insights from Foreigner Talk to Teacher Talk
2.2.2. Foreign Language Context
2.2.3. The Significance of Teacher Talk in Foreign Language Acquisition
2.2.4. Modified Input and Teacher Talk
2.2.5. The Characteristics of Teacher Talk
2.2.6. The Use of Mother Tongue in Teacher Talk
2.2.7. Related Theories
2.3. Empirical Background
2.3.1. Lexical and Syntactic Familiarity of Teacher Talk
2.3.2. Phonological Features of Teacher Talk (Speed of Speech)
2.3.3. The Use of Visual and Extralinguistic Information in Teacher Talk
2.4. Chapter Summary (Embedded Gap in the Literature)
CHAPTER THREE: THE METHODOLOGY OF THE STUDY
3.1. Introduction
3.2. Design of the Study
3.3. Variables
3.4. Setting and Participants
3.5. Data Collection Instrument
3.6. Data Collection Procedure
3.6.1. Piloting the Questionnaire
3.6.2. Reliability and Validity
3.6.3. Administration of the Questionnaire
3.7. Data Analysis
3.8. Chapter Summary
CHAPTER FOUR. RESULTS
4.1. Introduction
4.2. Results
4.2.1. Descriptive Statistics
4.2.2. Testing Research Questions
4.3. Discussion
4.3.1. Students Attitudes towards Some Features of Teacher Talk
4.3.2. Male vs. Female MA Students’ Attitudes toward Some Features of Teacher Talk
4.3.3. Experienced vs. Inexperienced MA Students’ Attitudes toward Some Features of Teacher Talk
4.4. Chapter summary
CHAPTER FIVE: CONCLUSION
5.1. Introduction
5.2. Conclusion
5.3. Implications of the Study
5.4. Limitations of the Study
5.5. Suggestions for Further Research
5.6. Chapter Summary
Research Objectives and Themes
This study investigates the attitudes of MA TEFL learners at Urmia University toward specific features of teacher talk, specifically exploring differences based on gender and teaching experience. The research aims to identify the most significant factors in teacher talk from the students' perspective and determine how demographic and experiential factors influence these perceptions to improve pedagogical quality.
- Analysis of key teacher talk features (speed, syntax, visual aids, and L1 usage).
- Comparison of male and female student perceptions of teacher talk characteristics.
- Evaluation of how teaching experience shapes student attitudes toward pedagogical input.
- Investigation of the influence of teacher talk on classroom comprehension and student learning.
Excerpt from the Book
1.1. Background
The first chapter of the current study presents the background, the statement of the problem, the significance of the study, the purpose of the study, followed by the research question, research hypotheses, definition of key terms, and organization of the study.
Situations in which students are studying the language of a foreign country are called foreign language learning. Foreign language learners customarily have little or no direct contact with the target language, the people or the culture (Osborne, 1999). Teacher talk is very important for foreign language learning, because it is a main source of language exposure in language learning classroom; hence, teachers should make their speech comprehensible (Viiri & Saari, 2006). As Nunan (1991) points out:
“Teacher talk is of crucial importance, not only for the organization of the classroom but also for the processes of acquisition. It is important for the organization and management of the classroom because it is through language that teachers either succeed or fail in implementing their teaching plans. In terms of acquisition, teacher talk is important because it is probably the major source of comprehensible target language input the learner is likely to receive”(p, 189).
Having concentrated on the SLA for a considerable length of time, Ellis (1985) has planned his own perspective around teacher talk;
“Teacher talk is the special language that teachers use when addressing L2 learners in the classroom. There is systematic simplification of the formal properties of the teacher’s language… studies of teacher talk can be divided into those that investigate the type of language that teachers use in language classrooms and those that investigate in the type of language they use in subject lessons.” He likewise remarked “the language that teachers address to L2 learner is treated as a register, with its own specific formal and linguistics properties” (p. 145).
Summary of Chapters
CHAPTER ONE: INTRODUCTION: Outlines the research background, the central problem regarding teacher talk in EFL contexts, and the study's core objectives and hypotheses.
CHAPTER TWO: REVIEW OF THE RELATED LITERATURE: Provides a comprehensive overview of theoretical frameworks and empirical studies regarding the characteristics and effects of teacher talk, including input and interaction theories.
CHAPTER THREE: THE METHODOLOGY OF THE STUDY: Details the research design, the selection of participants, the development and administration of the questionnaire, and the statistical methods used for data analysis.
CHAPTER FOUR. RESULTS: Presents the findings from the survey data, including descriptive statistics, factor analysis, and t-tests comparing student groups based on gender and teaching experience.
CHAPTER FIVE: CONCLUSION: Summarizes the study’s findings, discusses pedagogical implications for language teachers, outlines research limitations, and offers suggestions for future studies.
Keywords
Teacher Talk, Foreign Language Learning, EFL, TEFL, Student Attitudes, Gender Differences, Teaching Experience, Comprehensible Input, Classroom Discourse, Lexical Simplification, Syntactic Complexity, Visual Aids, Second Language Acquisition, Pedagogical Strategies, Urmia University
Frequently Asked Questions
What is the primary focus of this research study?
The study investigates the attitudes of Master of Arts (MA) students in TEFL programs toward specific features of teacher talk, focusing on how these attitudes vary based on the students' gender and their teaching experience.
What are the central thematic areas covered in this work?
The work covers themes such as teacher talk characteristics (speech rate, vocabulary, grammar), the impact of visual and extra-linguistic information, the role of L1 (Persian) in the classroom, and theoretical frameworks like Krashen’s Input Theory and Long’s Interaction Hypothesis.
What is the main research objective?
The primary goal is to identify the main factors that influence students' perceptions of teacher talk and to determine whether significant differences exist in these perceptions between male/female students and experienced/inexperienced teachers.
What scientific methodology was utilized?
The research employed a quantitative, comparative survey-based design, using a researcher-made 27-item Likert-type questionnaire, analyzed through descriptive statistics, Exploratory Factor Analysis, and MANOVA.
What does the main body of the work address?
The main body examines the theoretical and empirical foundations of teacher talk, detailing how teachers adjust their language (simplification, modification) to assist non-native learners in achieving comprehension and language acquisition.
Which keywords best characterize this research?
The research is best characterized by keywords such as Teacher Talk, EFL, TEFL, Comprehensible Input, Pedagogical Strategies, and Learner Attitudes.
How does teacher talk specifically affect comprehension for beginner students?
According to the literature reviewed, teacher talk aids comprehension through techniques like slower speech rates, clear articulation, repetition, simplification of vocabulary, and the use of non-verbal cues.
How did gender influence the students' attitudes in this study?
The study found that female students held significantly more favorable attitudes toward speed of speech and lexical/syntactic familiarity compared to their male counterparts.
Why is teaching experience considered a significant variable?
The study discovered that students with teaching experience had higher mean scores regarding the importance of visual and extra-linguistic information, suggesting that practical classroom experience shifts perceptions of what makes input most effective.
- Citation du texte
- Ismail Baniadam (Auteur), Malek Baniadam (Auteur), Ali Baniadam (Auteur), 2017, Attitudes toward Non-Native English Teachers Talking Style, Munich, GRIN Verlag, https://www.grin.com/document/446154
