The Analysis of Novice English Teacher Talk in Junior High School under SETT Framework

Abstract

In the realm of English teaching, teacher talk stands as a pivotal instructional instrument, serving both as a vital tool for teachers and a primary conduit for knowledge input for students. Effective classroom instruction is intricately woven with the dynamic, two-way interaction between teachers and students, which is expertly guided by the teacher talk. While numerous scholars have delved into the exploration of teacher talk, there remains a dearth of research investigating the specific landscape of novice English teachers’ classroom talk, particularly within the framework of Walsh’s Self-Evaluation of Teacher Talk (SETT). This study addresses this gap by observing the classes of four novice English teachers in junior high schools based on Walsh’s SETT framework to meticulously examine the current state of novice middle school English teachers’ classroom discourse. The objective is to cultivate teachers’ reflective awareness regarding their own discourse in the classroom and enhance their capacity to critically evaluate its efficacy as well as elevating the overall effectiveness of English classroom interactions in the context of secondary education.