Characteristics of Teacher Language Input in an ESL Classroom
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The purpose of this study is to examine the characteristics of teacher language input in an ESL class with respect to both verbal and nonverbal interactional aspects, by using a descriptive, qualitative analysis. The classroom data were video-taped and an interview was conducted. The results show that the teacher adjusted her manner of speech by employing longer pauses, paralanguage, onomatopoeia, and discourse structuring cues. However, some features of her teacher language input, related to phonology and syntax, were atypical. In contrast to natural speech, for instance, to achieve certain teaching objectives, some of the teacher’s utterances were quite different from the native speaker to native speaker discourse, such as the use of bald imperatives and urging. Furthermore, her thoughtful attitudes toward students seemed to have created a good teacher- student rapport.
Abstract
The purpose of this study is to examine the characteristics of teacher language input in an ESL class with respect to both verbal and nonverbal interactional aspects, by using a descriptive, qualitative analysis. The classroom data were video-taped and an interview was conducted. The results show that the teacher adjusted her manner of speech by employing longer pauses, paralanguage, onomatopoeia, and discourse structuring cues. However, some features of her teacher language input, related to phonology and syntax, were atypical. In contrast to natural speech, for instance, to achieve certain teaching objectives, some of the teacher’s utterances were quite different from the native speaker to native speaker discourse, such as the use of bald imperatives and urging. Furthermore, her thoughtful attitudes toward students seemed to have created a good teacher- student rapport.
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