Definition:
Teacher talk is the language teachers use in the classroom, characterized by modifications similar to foreigner talk — slower rate, simplified vocabulary, shorter sentences, more repetition, and frequent comprehension checks. The amount and quality of teacher talk significantly impacts L2 acquisition: it is often the primary source of comprehensible input for students, but excessive teacher talk reduces student speaking opportunities.
In-Depth Explanation
Characteristics of teacher talk:
| Feature | Description |
|---|---|
| Slower pace | Teachers speak 10–30% slower than normal conversation |
| Simplified syntax | Shorter sentences, fewer subordinate clauses |
| Controlled vocabulary | Avoidance of idioms, slang, and low-frequency words |
| More repetition | Key phrases repeated, sometimes with variation |
| Display questions | Questions where the teacher already knows the answer (“What color is this?”) |
| Comprehension checks | “Do you understand?” “Is that clear?” “OK?” |
| Self-correction | Reformulating unclear utterances mid-sentence |
The TTT problem:
Teacher Talk Time (TTT) is the percentage of class time the teacher spends speaking. Research consistently shows that in many language classrooms, TTT exceeds 60–70% of total class time. Since students acquire language partly through production (output hypothesis), excessive TTT limits acquisition opportunities.
Recommended balance:
- Beginner levels: Higher TTT is acceptable (students need more input)
- Intermediate/advanced: TTT should decrease, STT (Student Talk Time) should increase
- A common guideline: aim for 30–40% TTT maximum at intermediate levels
Quality matters more than quantity:
Effective teacher talk:
- Uses referential questions (genuine information-seeking) alongside display questions
- Includes negotiation of meaning rather than just one-way delivery
- Models natural language patterns that students can internalize
- Includes natural corrective feedback (recasts, clarification requests)
Ineffective teacher talk:
- Dominates class time with monologues
- Uses only display questions with single-word answers expected
- Provides no opportunity for students to negotiate meaning
- Is either too simplified (no new language to acquire) or too complex (incomprehensible)
Related Terms
See Also
Research
- Chaudron, C. (1988). Second Language Classrooms: Research on Teaching and Learning. Cambridge University Press. — Comprehensive analysis of classroom language including teacher talk patterns.
- Walsh, S. (2002). Construction or obstruction: Teacher talk and learner involvement in the EFL classroom. Language Teaching Research, 6(1), 3–23. — Examines how teacher talk can either facilitate or impede student learning.