A Contrastive Study Of Teacher Talk Between Expert And Novice Teachers In Junior High School English Grammar Class Within SETT Framework

Teacher talk is the speech used by teachers to manage the class and implement their teaching plans,which plays an important role in teaching process.In recent years many researchers have studied teacher talk,however,little research analyzing teacher talk through Steve Walsh's SETT(Self-Evaluation of Teacher Talk)framework has been carried out.The study is aimed at comparing teacher talk between expert and novice teachers in English grammar class of junior high school using SETT framework.The research aims to answer three questions:1.What are the teacher talk similarities and differences in terms of the four modes between expert and novice teachers in grammar class of junior high school?2.What are the teacher talk similarities and differences in terms of interactional features between the two teachers?3.Do the interactures teachers use to achieve certain pedagogical goals agree with those mentioned in SETT framework?In this study,a novice teacher with under 2 years' experience and an expert teacher who has worked over 10 years,from a key middle school in Beihai,Guangxi Province are invited to the study.The study adopts video recording to record two grammar classes of Grade 9 and stimulated recall to collect the data.The results show that:1.All modes except classroom context mode appear in grammar classes of novice and expert teacher.Both Materials mode and skills and systems mode occupy majority parts.However,classroom context mode is only conducted in expert teacher's grammar class.2.Similarity: Display question,teacher echo and form-focused feedback occur most frequently in in MsM and SSM of both teachers' classes,following IRF patterns.Difference: It seems that novice teacher uses more and longer teacher turn to manage class and overuses the transitional markers in managerial mode.Besides,scaffolding,as an important interacture,is used adequately only in expert teacher's class.The proportion of teacher echo in novice teacher' class is higher,and overuse of which will disturb the natural flow of learners' contributions.3.It shows that interactures two teachers use to achieve their purposes generally correspond to those in every mode of SETT framework,further verifying the validity of this framework.The research is limited in the number of participants and recorded classes,besides,the type of the sample is only concerned with grammar class.Nevertheless,the findings of the research imply that expert teacher has a better management of class and it is necessary to include classroom context mode in class to provided enough space for learners to practice spoken English.Teacher can make use of SETT framework to analyze classroom interaction to improve teaching ability.