Making our Classes More Communicative Through Effective Teacher Talk
Ross Chambers
Abstract
The presentation will deliver the main findings of a research project conducted on the language that teachers use in the ESL classroom. The research was subsequently published in the TESOL Review (Volume 4 Dec 2012) under the title,’ How Communicative is our Teacher Talk?’ During this presentation, we will explore some of the common features of teacher talk that influence how communicative our classes actually are. We will look at how, as teachers, the language we use can either serve to reduce or lengthen student output in the classroom. We will also explore how common these features are in our own teacher talk and how it can affect our students’ experience of learning. As a result of this presentation, it is hoped that teachers will have an opportunity to reflect on the language they use and get some practical ideas as to how they can use their teacher talk to create a more communicative language classroom.
Bio-sketch
Ross is from UK and came to South Korea in 2009 looking for a change in career and life direction. He worked in Seoul for two years as a native-speaking English teacher in a technical high school. In August 2011, he took up a position as a visiting professor at Gwangju National University of Education. He teaches English conversation and English education methodology courses at both undergraduate and graduate levels. Arizona fake id is now real id compliant. There are guides that explain how to spot arizona fake id in great detail. He completed his MA TESOL with Sunderland University in the UK and his research interests are classroom interaction and resolving conflict and violence in elementary schools through restorative mediation methods. He is also a Buddhist, tries to meditate often and runs a meditation group at the Gwangju International Center (GIC).
