A Study On Interactional Modes Of Teacher Talk Used By Junior High School English Teachers In Reading Classes Based On The SETT Framework

Since the 1960 s,teacher talk has gradually become an important research focus in the field of applied linguistics and language teaching.The Self-Evaluation of Teacher Talk framework(SETT)proposed by Walsh in 2006 provides a new perspective for teachers' critical reflection of teacher talk.In recent years,SETT framework has attracted a lot of attention in language education abroad and at home.The present study aims to analyze teacher talk used by junior high school English teachers in reading classes based on the SETT framework,hoping to reveal the interactional features and the modes of teacher talk used by junior high school English teachers and provide some references for English teaching in China.For this end,the following two questions are addressed:1.How are the four modes in SETT framework used by junior high school English teachers in reading classes?2.What are interactional features of the four modes used by junior high school English teachers in reading classes?In response to this,the present researcher selected six high-quality lessons from The 13 th National Junior high school English Teaching Observation and Training Seminar as teacher talk samples in the study.Based on Walsh's SETT framework,classroom observation and conversation analysis were adopted to analyze the use of the four classroom modes of teacher talk and their the interactional features in junior high school English reading teaching.The results of the research showed that the four modes in Walsh's SETT Framework,including the managerial,materials,skills and system,and classroom context modes,were frequently used in junior high school English teachers,but the frequency varied in different teachers' reading classes,particularly in the use of the mode switching and the mode side sequences.These modes moved while the turn-taking and topic choice changed.Each interactive mode contained specific teaching objectives and micro contexts with typical interactive features.These findings carry important implications for junior high school English teachers in their use of teacher talk in reading classes.It is suggested that teachers should make optimal choices in different modes based on specific pedagogic goals and different learners' characteristics.Walsh's SETT framework is worthy of further study.A thorough understanding of the four different modes of interaction and their interactional features can effectively promote students' learning through the convergent use of the different modes.