M.A. Thesis:

Iranian High School Classroom Teaches Talk : The Belief- Discourse Gap

Since teachers’ discourse and their beliefs are of paramount importance when exploring the outcome of a language class, the presents study aimed at examining teachers’ talk and what teachers believe and their actual practices in the context of classes. To fulfill the aim of the study, a sample of four Iranian English language teachers was selected according to non-random sampling principles. They were selected according to the principle of availability. After sample selection, the researcher observed the classes with a focus on teacher talk. They were analyzed utilizing Hymes’ SPEAKING Model considering their beliefs about the learners and the context. The teachers were then interviewed one by one in a semi-structured way. The results showed that the selected teachers were aware of the position of English in the Iranian context, the situation in which language learners were studying, and also the socio-cultural issue. It was also revealed that the teachers did not paid attention to the language learners’ expectation and the students themselves were not strict about what they anticipated. Findings of this study might be useful for the teachers and teacher educators and the whole language education system.

Keywords: English Language Teachers, Teacher Talk, Teacher Beliefs, Teacher Practice, SPEAKING Model