Analyzing the impact of teacher talk on english grammar learning: With correlation to the procedures in classroom interaction

Abstract

The main purpose of this research paper is to explore the impact of Teacher Talk in English Grammar Acquisition through interaction procedures in the classroom. Through a Conversation Analysis perspective, three extracts from audio-recording were analyzed and transcribed. These extracts focused on the Teacher Talk in Grammar Teaching through interaction with the students. The findings show that Teacher Talk improves the learning of English Grammar. When teachers engage in small talk with students, the students acquire the rules of grammar easily through ‘Turn Management’ and the ‘Next Speaker Selection’ Procedures. Thus, these procedures do not only improve teaching process, but also accredit students who learn English as the second language correctly and accurately. The findings of the study underline opportunities for further research.