Teacher talk in an english for medical purposes classroom
This paper, which is part of a larger study investigating the discourse in an English for medical purpose (EMP) classroom, discusses the characteristics of teacher talk in the classroom. Teacher talk is of major importance to the students as it serves a major source of students’ language input an...
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| Main Authors: | , |
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| Format: | Article |
| Language: | English English |
| Published: |
2019
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| Subjects: | |
| Online Access: | http://eprints.unisza.edu.my/6346/1/FH02-FBK-19-28501.pdf http://eprints.unisza.edu.my/6346/2/FH02-FBK-20-37425.pdf http://eprints.unisza.edu.my/6346/ |
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| Summary: | This paper, which is part of a larger study investigating the discourse in an English for
medical purpose (EMP) classroom, discusses the characteristics of teacher talk in the
classroom. Teacher talk is of major importance to the students as it serves a major source of
students’ language input and subsequently their output. Teacher talk affects students’
learning and performance. Classroom interaction is considered a complex process in which
the students and the teachers are in a state of dynamic interactions. Therefore, poor
management of classroom interaction affects learning process in several ways such as
ineffective/inappropriate instructions by the teacher and failure to engage in meaning-making processes. The data in this study were obtained through an interview with the teacher
who is currently teaching an EMP course in one of the medical colleges in the kingdom of
Saudi Arabia. The course aims to prepare students to interact successfully in real –life
situations as well as in medical contexts. The teacher talk in EMP classroom is simplified
and modified to suit the level of the students. The teacher offered clarification in form of
repetition and paraphrasing. The teacher modified his talk to ensure input comprehensibility,
promote classroom interactions, expose authentic language to students and avoid confusion.
Modifications in teacher talk were subject to students’ level and for achieving clarity of
course content. This paper concludes that the teacher talk is modified and simplified to
deliver comprehensible input in order to assist the learners’ language acquisition and
facilitate learning process. |
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