Publication: Initiating Talks Used by the Teacher to Stimulate Verbal Responses from Students
Submitted Date
Received Date
Accepted Date
Issued Date
2014
Copyright Date
Announcement No.
Application No.
Patent No.
Valid Date
Resource Type
Edition
Resource Version
Language
en
File Type
No. of Pages/File Size
ISBN
ISSN
1513-5934 (Print), 2651-1479 (Online)
eISSN
DOI
Scopus ID
WOS ID
Pubmed ID
arXiv ID
item.page.harrt.identifier.callno
Other identifier(s)
Journal Title
rEFLections Journal
Volume
18
Issue
Edition
Start Page
14
End Page
30
Access Rights
Access Status
Rights
Rights Holder(s)
Physical Location
Bibliographic Citation
Research Projects
Organizational Units
Authors
Journal Issue
Title
Initiating Talks Used by the Teacher to Stimulate Verbal Responses from Students
Alternative Title(s)
Author(s)
Author’s Affiliation
Author's E-mail
Editor(s)
Editor’s Affiliation
Corresponding person(s)
Creator(s)
Compiler
Advisor(s)
Illustrator(s)
Applicant(s)
Inventor(s)
Issuer
Assignee
Other Contributor(s)
Series
Has Part
Abstract
An important goal of language learning is to have students’ language production. In that case, teacher initiation can be significant in stimulating such interaction. The study explored types of initiating talk and how the teacher used each type to stimulate student talk. To do so, an English Communication class was observed and video recorded. The data were transcribed and analyzed to identify types and patterns of initiating talk using the framework of Mehan (1979), and Sinclair and Brazil (1982). The results revealed that the teacher normally used Questioning rather than Invitation and Direction and each led to different types of responses. In terms of patterns, they could be found when the teacher utilized more than one turn of initiating talk until responses from the students occurred. Utilizing one initiating talk to stimulate verbal responses was successful as responses from students were given. However, the proportion of brief responses was higher than informative ones. This led the study to further discuss factors affecting the ways students responded. Types of initiating talk used, amounts of teacher talk as well as students’ nature might be influential. Implications regarding when and how to use each initiating talk type were proposed with suggested interactive activities to encourage students’ communicative skills.