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ELT Journal 1988 42(2):109-116; doi:10.1093/elt/42.2.109
© 1988 by Oxford University Press
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Speaking up or talking down: foreign learners' reactions to teacher talk

A. J. Lynch

Tony Lynch is a Lecturer at the Institute for Applied Language Studies at Edinburgh University, where he is responsible for EAP pre-session and in-session courses. He is engaged on a Ph.D. in the grading of L2 listening materials. He is author of Study Listening, a lecture comprehension and note-taking course, and is currently co-writing (with Anne Anderson) a book on the teaching of listening comprehension, to be published by Oxford University Press.

One element in the popular perception of foreign-language teacher talk involves the teacher speaking loudly, slowly, and with exaggerated intonationl—‘speaking up‘ to ensure comprehension. It has been suggested that learners might well perceive this and other aspects of teacher behaviour as ‘talking down‘ to their level. In this article I summarize some preliminary findings from my current research into the nature and effect of various discourse modifications. I then present the results of an informal secondary experiment to elicit learners' attitudes to teacher talk.1


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 International Review of Administrative SciencesHome page
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'Foreigner Talk': An Important Element in Cross-Cultural Management Education and Training
International Review of Administrative Sciences, December 1, 2001; 67(4): 621 - 634.
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