Some Effects Of Teacher Talk On Learners’ Involvement In Classroom Active Communication

This paper attempts to understand the potential reasons for learners’ low participation in class. It explores the relationship between some interactive patterns of teacher’s pedagogical discourse and learners’ involvement in interactive communication, because research stresses the importance of committing learners in the learning process to achieve efficient learning. And committing learners means favouring participation. One way of dealing with the issue is to de-structure teacher talk and diagnose factors in it that potentially impede learners’ participation in class, focusing on some specifically psycho-affective traits of teacher, such as turn-allocation, interaction patterns, participation roles and quality of teacher’s and learners’ pedagogical acts. The underlying hypothesis is that the quality of teachers’ talk in terms of psycho-affective features would likely affect learners’ participation in class.