A Discourse Analysis of Two Taiwan Vocational High School Teachers’ English Classroom Talk

• Main Authors: HUANG, BO-YING, 黃博瑩
• Other Authors: CHEN, YUEH-MIAO
• Format: Others
• Language: en_US
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/4hxf83

碩士 === 國立中正大學 === 外國語文學系英語教學研究所 === 107 === This study aims to investigate and analyze the classroom talk of two Taiwanese vocational high school teachers in their English classroom. The present study identifies different footing patterns that teachers used and examines the shifts of footing occurring in their classes. Two teachers in central southern Taiwan participated in this study. All the utterances used by the two teachers were video-taped. The classes were observed and video-taped totally twenty periods from April to June in 2017. The data from video-tapes were transcribed verbatim as the main source of the analysis. The analysis of the data includes identifying the teacher talk types and the footing patterns. Methods such as frequency count and content analysis were adopted. The finding reveals that the two teachers’ most frequently used footings are Mediator, Inspector, Evaluator and Learning Task Assignor. According to the frequency and distribution of the footings, the two teachers have their own discourse structure and teaching styles. The study concludes that an understanding of the role of teachers’ classroom talk in vocational high school EFL classroom is of great importance on contribution to: (1) giving teachers the chances for self-monitoring and self-reflecting their own teaching, (2) helping current teachers develop more efficient teacher talk.