THE ROLE OF TEACHER TALK AND CLASSROOM INTERACTION PATTERNS IN SUPPORTING LANGUAGE ACQUISITION

Abstract

This article examines how teacher talk and classroom interaction patterns contribute to learners’ language acquisition. It highlights the importance of the quantity and quality of teachers’ verbal input, as well as the interactional opportunities provided during lessons. The study emphasizes that effective teacher talk—such as giving clear instructions, using comprehensible input, asking varied questions, and providing constructive feedback—creates a supportive linguistic environment. Furthermore, interaction patterns that encourage student participation, peer collaboration, and meaningful communication significantly enhance learners’ linguistic competence. The article concludes that combining balanced teacher-led instruction with learner-centered interaction promotes higher language proficiency and fosters more active engagement in the classroom