A Study of Teacher Talk in EFL Classrooms and Its Pedagogical Implication

摘要

It has long been an interesting question how important part teacher talk plays in SLA/SLL. This study investigates a particular aspect of teacher talk-teacher corrective feedback-and examines the role it plays in EFL (English as a Foreign Language) Classrooms. The current study involves 3 college EFL teachers and 85 undergraduate English majors. It adopts 540 minutes classroom observation and the recordings are transcribed into written form. Through the analysis of the data, this paper shows the results that most student errors initiated teacher corrective feedback, and different types of corrective feedback are in response to different types of student errors. Importantly, the frequent use of recasts offers some items of pedagogical implication.