Investigating Two Aspects of Teachers' Contribution to Classroom Discourse across Proficiency Levels: Corrective Feedback and Use of L1

Abstract

In EFL contexts where the language learners' input, output, and interactions are primarily provided within the four walls of the classroom, the success of learning depends to a large extent on the righteousness and adequacy of classroom discourse to which the teachers' contribution has a decisive role. Drawing upon this assumption, the present study aimed at investigating teachers' contribution to classroom discourse at two levels of proficiency, namely low intermediate and high intermediate levels, based on two of the five categories proposed by Ellis (2008). In so doing, the discourse of eight English classes at the aforementioned levels taught by four male and female teachers (two classes per teacher, one low intermediate and one high intermediate) was audio-recorded, transcribed, and then analyzed quantitatively and qualitatively to determine whether the teachers intentionally and professionally modified their contributions to classroom discourse according to the learners' proficiency levels. The analysis of the results revealed that there was no marked and intentional adjustment on the part of participating teachers to the classroom discourse when interacting with the learners at those levels. At the end, the implications of the present study for classroom teachers, teacher trainers, supervisors, and observers were discussed.