In language teaching, explaining is a central part of any teacher's work, but one that perhaps has not received much attention. For both teacher and learner, trying to give effective explanations is difficult and although there has been a long tradition of research into classroom language of both teachers and students, there is little on when and how teachers explain. Based on a variety of recorded classroom data, this paper seeks to define and describe explanations and to suggest that teacher talk in the form of explanations can be a source of valuable language input for learners.
Classroom explanatory discourse: A look at how teachers explain things to their students
Reprints and Corporate Permissions
Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?
To request a reprint or corporate permissions for this article, please click on the relevant link below:
Academic Permissions
Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?
Obtain permissions instantly via Rightslink by clicking on the button below:
If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.
Related research
People also read lists articles that other readers of this article have read.
Recommended articles lists articles that we recommend and is powered by our AI driven recommendation engine.
Cited by lists all citing articles based on Crossref citations.
Articles with the Crossref icon will open in a new tab.