The presentation highlights the influence of teachers' talk on the performance of the low-achievers.

1. Impact of Teacher Discourse in Improving
Communicative Competence of Low-
Achievers
Saima Abedi
Karachi,
Pakistan

2. Teacher Discourse

4. Absence of
motivation
Ignored
Marginalised
Low
confidence
andself-
esteem
Inconsisten
t
Strugglers
Inconsisten
t
Strugglers
Unrealistic
attitudeLack of
ability
Fearof
failure

5. Lesson 1 Discussion
It is important to appreciate cultural diversity
for building strong communities.
How far do you agree? Support your
arguments with logical reasoning.

6. T: What are some things that
define a culture?
S: Silence……
(1 sec waiting time)
T: Nobody knows that.
S: Looking around….
T: Oh no problem! Let me tell
what are these things?
Analysing Patterns of Classroom Interaction

7. Lesson 2
Binge eating is creating many health issues
in the youngsters. To deal this issue, your
teacher has asked you to write a speech.
Write your speech based on the following
details:
•Description of this disorder
•Health concerns related to binge eating
•Ways to treat or alleviate (reduce) this
problem
You speech should be interesting and
informative.

8. T: Do you know what is binge
eating?
S: Eating something when you are
hungry……
T: No. That’s incorrect. In binge
eating you eat even when you are
not hungry.
Analysing Patterns of Classroom Interaction

9. “Interaction does not simply happen…in an
acquisition rich classroom, [it] is instigated
and sustained by the teacher. While
learners clearly have a significant role to
play, it is the teacher who has prime
responsibility.”
(Walsh, 2006, p. 19)

10. Walsh SETT framework
SETT: Self Evaluation of Teacher Talk

11. Evaluation
of Teacher
Discourse:
Traffic
Light
Approach
Time-out
Reminder
Well done

12. Time-out
Reminder
Well done
Time-Out
Reflect
Think about your choices
Time to take better decision
Reminder
Think about your choices more wisely
There’s always room for
improvement
Well Done
An organised teacher!
Making great choices!
Two thumbs up!!!

13. What's the Best Way to Start a
Lesson?

15. How much time do you give to your
students for responding a question?
Support your answer with reasoning.

18. Questioning Technique
Do most of your questions consist of students
recalling or reproducing facts?
Or
Do they often use thinking strategies?
•Expressing opinions
•Supporting them with evidences and reasoning
•Developing connections between known and
unknown
•Applying various versions to tasks

19. Display Questions Referential Questions
Closed
Convergent (Yes/No ; Factual)
Elicit learners’ prior
knowledge and to check
comprehension
Only one correct or possible
answer
Limit students’ contributions
to discussion
Open
Divergent
Encourage opinions,
elaboration and discussion,
generating interest and
topic-related vocabulary and
expression
More than one correct or
possible answer
Allow students more space
for communication

22. Discursive Patterns
IRE Model of Questioning (Meehan, 1979)

24. Let’s Extend the
Discussion with
PEACO
Saima’s Simple
Solution Solution

28. Response to Errors

29. Error
Correction

30. Error Correction
S: We learn no things.
T: No things is wrong. You
should say nothing.
Explicit Correction Recast
S: I have completed the
assignment yesterday.
T: You completed the
assignment yesterday.
S: One of my friend is
from Italy.
T: One of my friend
S: One of my friends
Repetition

31. S: My father watch horror
movies.
T: Do we say ‘My father
watch’?
S: My father watches…..
S: I have been studying
here since five years.
T: You have been
studying here ……………..
S: for five years
Meta Linguistic Feedback Elicit
S: We didn’t informed
our parents .
T: Sorry. You what? I
don’t understand.
S: We didn’t inform our
parents .
Clarification Request

32. Delayed Feedback
• Take notes of common errors while students
are on task.
• Write 7-10 incorrect sentences (incorporate
common errors).
• Get feedback or play sentence auction game.

33. Sentence Auction Game
• The aim of the game is to buy as many correct sentences as
possible (Have a combination of correct and incorrect
sentences)
• Each group will have $3000 to spend
• Bids begin at $200
• Bids increase by $100 each bid
• The sentence will be sold to the highest bidder (remember?
"$400 going once, $400 going twice, $400 sold to group X!")
• The winner of the game is the group which has bought the
most correct sentences.

35. Appreciation
“Students may not participate
if their thoughts are ridiculed,
devalued, or ignored. To that
end, establishing norms of
discourse helps develop safe
spaces, establishes
boundaries, and moves the
discussion forward.”
Jabari (2010)

36. • Address ideas versus individuals
• Ask students more open-ended questions
• Provide freedom to express opinion
• Organize students in small groups
• Embed the spirit of collaboration versus competition
• Let students know mistakes are friends not foes
• Appreciate them for their little effort

37. Teacher Talk
Time
Vs.
Student Talk
Time
Pesce, C. 5 Worst Mistakes All Beginner ESL Teachers Make https://busyteacher.org/4113-5-worst-mistakes-all-
beginner-esl-teachers-make.html

38. T: Who wants to be a millionaire? Who wants it?
T: Who wants to become rich (use alternate words)
S: [Silence] Wait for 3-5 sec
T: No one? You don’t like money? (tag question)
S: [Silence] Wait for 3-5 sec
T: What about you, Anum? Do you like money? (nominate)
S: Yes
T: What would you do if you had a large amount of money? (ask for
opinion)
S: I will buy things.
T: Great!!! (appreciative) Tell me more about it…
S:………..
T: Is it, Areeba?
S: …………….
T: Really? How?
T: "Wealth is the ability to fully experience life." What do you think
of this quote?
Analysing Patterns of Classroom Interaction

40. Time to Ponder
• What are the predominant patterns of classroom
interaction between teachers and students in EFL
classrooms?
• Are the interactions teacher-dominated or student-
dominated?

41. References:
Darn, S. Pros and cons of teacher talking time
https://www.teachingenglish.org.uk/article/teacher-talking-time
Domalewska, D. (2015) Classroom Discourse Analysis in EFL Elementary Lessons. International Journal of
Languages, Literature and Linguistics, Vol. 1, No. 1, March 2015
Hanna Y. T (1986) SECOND LANGUAGE LEARNING ERRORS THEIR TYPES, CAUSES, AND TREATMENT. JALT
Journal, Volume 8, No. I
Jabari, J. How Rich is Your Classroom Discourse?
https://www.amle.org/BrowsebyTopic/WhatsNew/WNDet/TabId/270/ArtMID/888/ArticleID/459/How-
Rich-Is-Your-Classroom-Discourse.aspx
Mcloughin, A. (2016). 7 Ways to Error Correct. Retrieved from http://elt-connect.com/error-correct/
Mehan, H. (1979). Learning lessons: social organization in the classroom. Cambridge, MA: Harvard
University Press.
Pesce, C. 5 Worst Mistakes All Beginner ESL Teachers Make https://busyteacher.org/4113-5-worst-
mistakes-all-beginner-esl-teachers-make.html
Rashidi, N. & Rafieerad, M. (2010), Analyzing Patterns of Classroom Interaction in EFL Classrooms in Iran.
THE JOURNAL OF ASIA TEFL Vol. 7, No. 3, pp. 93-120
Walsh, S. (2006) Investigating Classroom Discourse, London: Routledge