Short Teacher Responses in the EFL Classroom: A Corpus-Approach Assessment

Teacher’s positive feedback in the form of immediate succinct response is an indispensable motivational factor crucial to students’ oral production and classroom participation. The present study was intended to assess the range and authenticity of teacher responses used by a number of Russian teache...

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Autores principales:	Iosif Keselman, Yulia Yakovleva
Formato:	article
Lenguaje:	EN
Publicado:	National Research University Higher School of Economics 2021
Materias:	foreign language teaching feedback authenticity corpus approach classroom english Education L Philology. Linguistics P1-1091
Acceso en línea:	https://doi.org/10.17323/jle.2021.9767 https://doaj.org/article/2cae61b9d5694e89933487aba3aa4354
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spelling	oai:doaj.org-article:2cae61b9d5694e89933487aba3aa43542021-11-13T09:08:17ZShort Teacher Responses in the EFL Classroom: A Corpus-Approach Assessmenthttps://doi.org/10.17323/jle.2021.97672411-7390https://doaj.org/article/2cae61b9d5694e89933487aba3aa43542021-06-01T00:00:00Zhttps://doaj.org/toc/2411-7390Teacher’s positive feedback in the form of immediate succinct response is an indispensable motivational factor crucial to students’ oral production and classroom participation. The present study was intended to assess the range and authenticity of teacher responses used by a number of Russian teachers of English in everyday classroom interactions. The study adopted theCorpus Approachas a reference tool to verify the research data against a Corpus-driven evidence that isto examine and assess the authenticity of the most frequent responses given by the study participants (21 practising EFL teachers working in Orel, Russia, most of whom are graduates of Orel State University, andwhose teaching experience ranges from 11 to 25 years). The results indicated that the phrases the teachers used in the classroom differed from those native speakers use in similar authentic environment. The analysis revealed that the teachers did not resort to clear and concise positive reinforcement often enough to stimulate the students’ engagement. In addition, a finite list of highly authentic TRs was recommended for more frequent use in ordinary EFL classrooms and among would-be English teachers. Overall, both teachers in the field and trainee teachers need to be more informed on how and in what particular way to encourage their students’ classroom participation.Iosif KeselmanYulia YakovlevaNational Research University Higher School of Economicsarticleforeign language teachingfeedbackauthenticitycorpus approachclassroom englishEducationLPhilology. LinguisticsP1-1091ENJournal of Language and Education, Vol 7, Iss 2, Pp 175-188 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	foreign language teaching feedback authenticity corpus approach classroom english Education L Philology. Linguistics P1-1091
spellingShingle	foreign language teaching feedback authenticity corpus approach classroom english Education L Philology. Linguistics P1-1091 Iosif Keselman Yulia Yakovleva Short Teacher Responses in the EFL Classroom: A Corpus-Approach Assessment
description	Teacher’s positive feedback in the form of immediate succinct response is an indispensable motivational factor crucial to students’ oral production and classroom participation. The present study was intended to assess the range and authenticity of teacher responses used by a number of Russian teachers of English in everyday classroom interactions. The study adopted theCorpus Approachas a reference tool to verify the research data against a Corpus-driven evidence that isto examine and assess the authenticity of the most frequent responses given by the study participants (21 practising EFL teachers working in Orel, Russia, most of whom are graduates of Orel State University, andwhose teaching experience ranges from 11 to 25 years). The results indicated that the phrases the teachers used in the classroom differed from those native speakers use in similar authentic environment. The analysis revealed that the teachers did not resort to clear and concise positive reinforcement often enough to stimulate the students’ engagement. In addition, a finite list of highly authentic TRs was recommended for more frequent use in ordinary EFL classrooms and among would-be English teachers. Overall, both teachers in the field and trainee teachers need to be more informed on how and in what particular way to encourage their students’ classroom participation.
format	article
author	Iosif Keselman Yulia Yakovleva
author_facet	Iosif Keselman Yulia Yakovleva
author_sort	Iosif Keselman
title	Short Teacher Responses in the EFL Classroom: A Corpus-Approach Assessment
title_short	Short Teacher Responses in the EFL Classroom: A Corpus-Approach Assessment
title_full	Short Teacher Responses in the EFL Classroom: A Corpus-Approach Assessment
title_fullStr	Short Teacher Responses in the EFL Classroom: A Corpus-Approach Assessment
title_full_unstemmed	Short Teacher Responses in the EFL Classroom: A Corpus-Approach Assessment
title_sort	short teacher responses in the efl classroom: a corpus-approach assessment
publisher	National Research University Higher School of Economics
publishDate	2021
url	https://doi.org/10.17323/jle.2021.9767 https://doaj.org/article/2cae61b9d5694e89933487aba3aa4354
work_keys_str_mv	AT iosifkeselman shortteacherresponsesintheeflclassroomacorpusapproachassessment AT yuliayakovleva shortteacherresponsesintheeflclassroomacorpusapproachassessment
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Short Teacher Responses in the EFL Classroom: A Corpus-Approach Assessment

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