The Impact of Teachers' Discourse on Students' Performance

Classroom interaction provides an effective forum for the interlocutors to bring different backgrounds on the forefront of the learning agenda and to integrate individual skills, aptitudes, and techniques for reaching the ultimate pedagogic goal. Therefore, the substantial empirical input about the peculiarities of the classroom discourse and the impact of teachers’ discourse on students’ performance is explored in the present work in order to shed light on the relatively effective method supportive to foreign language acquisition. The thorough discussion and analysis in the research proved that language classrooms differ greatly from other subject-based classrooms, therefore, the approach of the student-centered teaching within the foreign language acquisition context can be endorsed only with certain reservations. The peculiarity of the language classroom necessitates more teacher talk time than normally expected in student-centered classes, even though students are the primary stakeholders in the language acquisition process.