VietTESOL International Convention, VietTESOL International Convention 2018

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An Exploratory Study on Teacher Talk and Students’ Learning Opportunities in a Primary School Context
Trang Thi Loan Phan

Building: A12
Room: Room 304
Date: 2018-10-12 03:55 PM – 04:25 PM
Last modified: 2018-09-16


In this paper, it was tried to explore the characteristics of teacher’s using language in the classroom as well as the influences of teacher talk on the students’ learning process in primary school context. Teacher talk and its consequence on students’ learning opportunities are put into investigation. Within the scope of this paper,  three teachers and the students in six classes coming from three distinctive primary schools in Hanoi participated in the study. Data was collected by nonparticipant observation with six video recordings which were transcribed carefully later. The different aspects of teacher talk are analyzed according to recognized frameworks. As the result, teacher talk was used to serve different pedagogical functions: Question strategies; Encouraging expanded answering; Giving feedback; Elicitation; Repetition; and Explaining. The result demonstrates that basically, the teacher talk as indicated in the observational data shows that it matches the pedagogical functions to some extent. They tended to repeat the basic linguistic patterns to the students and also tried to elicit as much as possible the students in an attempt to provide them with more opportunities to use English in their own way. However, there were not many instances of this pedagogical purpose that were observed. In addition, teachers rarely used their talk to provide comprehensible input to the students. Particularly, it seems that teachers used Vietnamese unnecessarily excessive, thus limiting the students’ exposure to input for learning. This has implications both for teachers of  English in primary schools and teacher educators.


Teacher talk, learning oppotunities, primary school