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ELT Journal 2002 56(2):117-127; doi:10.1093/elt/56.2.117
© 2002 by Oxford University Press
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Supportive teacher talk: the importance of the F-move

Richard Cullen1

1 The Department of Language Studies at Canterbury Christ Church University College

This paper investigates a particular aspect of teacher talk—the teacher's provision of feedback or follow-up—and examines the role it plays in EFL/ESL classroom discourse. It draws on transcript data from a secondary school classroom in Tanzania to illustrate a teacher's follow-up moves, where these moves form the third part of a chain of I-R-F (Initiate–Respond–Follow-up) exchanges between the teacher and her students. Two main roles of the F-move are identified—evaluative and discoursal—each of which, I argue, supports learning in different ways. The paper focuses, in particular, on discoursal follow-up, and the strategies which the teacher in the data uses to build on students' contributions and develop a meaning-focused dialogue with the class.


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