Short Presentation Case Study of Japanese Elementary School Teacher’s Talk and Self-Reflection more

Sat, Dec 18, 10:25-10:50 Asia/Tokyo

To establish a basis for investigating teacher talk adjustment and self-reflection in teaching English, the presenter conducted a pilot study of an English lesson for a Japanese elementary school in Myanmar, taught online due to the Covid-19 pandemic by a female Japanese teacher. The study focused on the Small Talk section and was analyzed by using the IRF framework (Sinclair & Coulthard, 1975), teacher talk categories (Watanabe, Sakai & Urano, 1996), and SETT framework (Walsh, 2013), along with teacher’s self-reflection and interview data. The results show an interaction pattern of referential questions ending with either acknowledgement or form-focused feedback. The teacher’s self-reflection shows her concern for creating natural Small Talk conversation and how it connects to the lesson content.