Exploring Classroom Practice Develop Students' Communicative Competence

Abstract

This study explores the role of teacher talk in enhancing students' communicative competence in English as a Foreign Language (EFL) classrooms. It examines various categories of teacher talk, including giving information, directing students, praising or encouraging, and providing feedback, as well as how these interactions foster linguistic, strategic, sociocultural, actional, and discourse competencies. The research, conducted in an Indonesian EFL classroom, focuses on the communication between the teacher and students, emphasizing the importance of inclusive teaching methods, effective interaction, and classroom management. The findings highlight that teacher talk directly influences students' language development by providing necessary vocabulary, guiding participation, and creating an engaging learning environment. Moreover, teacher feedback and questioning strategies encourage critical thinking and active involvement, enhancing students’ ability to use language effectively. The study further underscores that a balanced mix of instructional and managerial teacher talk can promote an optimal learning environment, fostering improved communicative competence. This research contributes valuable insights into the dynamics of EFL classrooms, particularly in the context of Indonesian education, and suggests that both teacher-student and peer interactions are vital for developing students' language skills.