AN ANALYSIS OF TEACHER TALK IN EFL CLASS - A THEORETICAL FRAMEWORK

AN ANALYSIS OF TEACHER TALK IN EFL CLASS - A THEORETICAL FRAMEWORK Nguyen Anh Hao University of Languages and International Studies – VNU Email: anhhaohn59@gmail.com ABSTRACT Teacher talk is of vital importance to language learning, and it serves a fundamental role in the process of language acquisition as stated by Nunan (1991). It is argued that in EFL classroom contexts, teacher talk should be carefully considered and should concentrate on its quality in promoting L2 input. However, the majority of previous studies mainly focused on the excessive teacher talking time while there is a limited number of studies discussing the relationship between teacher talk and student’s language learning. Therefore, this research intends to suggest a theoretical framework, in which the teacher talk features and their influences on student learning could be examined. As indicated from the theoretical framework, teacher talk could be presented either directly or indirectly by the teacher which would consequently discourage or promote student participation in class. Keywords: teacher talk, classroom interaction