Teachers use language in ways that are not at all likely in everyday life. Instructing someone to turn around or stop talking, or praising an interlocutor for their correct response to a question you have posed would not be acceptable in situations of general language use. These are common, even expected, tasks that the teacher carries out in the classroom, and despite high levels of proficiency in the target language, there is no guarantee that an NNSLT has ever had to perform these functions. This chapter provides a topology of tasks that are specific to the classroom, and in particular the language classroom. I have categorised these in terms of
The significance of the specificity of teachers’ classroom language use is outlined and the implications for teacher training are discussed.
informative tasks, and
eliciting responses and providing feedback.
- Cazden, C. B. (2001). Classroom discourse: The language of teaching and learning (2nd ed.). Portsmouth, NH: Heinemann.Google Scholar
- Liu, D. (1999). Training non-native TESOL students: Challenges for TESOL teacher education in the west. In G. Braine (Ed.), Non-native educators in English language teaching (pp. 197–211). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
- Long, M. H. (2015). Second language acquisition and task-based language teaching (1st ed.). Chichester: Wiley.Google Scholar
- Mitchell, R. (1994). Grammar and teaching. In M. Bygate, A. Tonkyn, & E. Williams (Eds.), Grammar and the language teacher (pp. 210–223). New York: Prentice Hall.Google Scholar
- OECD. (2011). Has discipline in school deteriorated? (4). Retrieved from https://www.oecd.org/pisa/pisaproducts/pisainfocus/47944912.pdf
- Sinclair, J. M., & Coulthard, M. (1975). Towards an analysis of discourse: The English used by teachers and pupils. London: Oxford University Press.Google Scholar
- Ur, P. (1996). A course in language teaching: Practice and theory. Cambridge: Cambridge University Press.Google Scholar
© The Author(s) 2018