Appendix A

SETT: Self Evaluation of Teacher Talk

Procedure
• Make a 10-15 minute audio-recording from one of your lessons.
Try and choose a part of the lesson involving both you and your
learners. You don’t have to start at the beginning of the lesson;
choose any segment you like.
• As soon as possible after the lesson, listen to the tape. The purpose
of the first listening is to analyse the extract according to classroom
context or mode. As you listen the first time, decide which modes
are in operation. Choose from the following:
1 Skills and systems mode (main focus is on subject content, skills
or knowledge).
2 Managerial mode (main focus is on setting up an activity)
3 Classroom context mode (main focus is on eliciting feelings,
opinions, attitudes, etc.)
4 Materials mode (main focus is on the use of text, tape or other
materials).
• Listen to the tape a second time, using the SETT instrument. Write
down examples of the features you identify.
Copyright © 2011. Taylor & Francis Group. All rights reserved.

• If you’re not sure about a particular feature, use the SETT key
(attached) to help you.
• Evaluate your teacher talk in the light of your overall aim and modes
used. To what extent do you think that your use of language and
pedagogic purpose coincided? That is, how appropriate was your
use of language in this segment, bearing in mind your stated aims
and the modes operating.
• The final stage is a feedback interview with another colleague or
with me. Again, try to do this as soon as possible after the
evaluation. Please bring both the recording and SETT instrument
with you.

Walsh, Steve. Exploring Classroom Discourse : Language in Action, Taylor & Francis Group, 2011. ProQuest Ebook Central,
http://ebookcentral.proquest.com/lib/ulster/detail.action?docID=668827.
Created from ulster on 2025-01-08 15:03:49.
 Appendix A 213

1111 SETT: Self Evaluation of Teacher Talk

2
3 Lesson Cover Sheet
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A. Lesson details:
6 Name:
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8 Class:
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1011 Level:
1 Date:
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3111 Overall aim:
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5 Age:
6 Materials:
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20111
1
2
B. Lesson modes identified
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30111
1
2
C. Self-evaluation of teacher talk
3
Copyright © 2011. Taylor & Francis Group. All rights reserved.

Evaluate your teacher talk in the light of your overall aim and modes used.
4
To what extent do you think that your use of language and pedagogic
35
purpose coincided? That is, how appropriate was your use of language in
6
this segment, bearing in mind your stated aims and the modes operating.
7
Continue on the next page if necessary.
8
9
40111
1
2
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45111

Walsh, Steve. Exploring Classroom Discourse : Language in Action, Taylor & Francis Group, 2011. ProQuest Ebook Central,
http://ebookcentral.proquest.com/lib/ulster/detail.action?docID=668827.
Created from ulster on 2025-01-08 15:03:49.
 214 Appendix A

SETT: Self Evaluation of Teacher Talk

Feature of teacher talk Description

A. Scaffolding 1. Reformulation (rephrasing a learner’s contribution)

2. Extension (extending a learner’s contribution)
3. Modelling (providing an example for learner(s)
B. Direct repair Correcting an error quickly and directly.
C. Content feedback Giving feedback to the message rather than the words
used.
D. Extended wait-time Allowing sufficient time (several seconds) for students to
respond or formulate a response.
E. Referential questions Genuine questions to which the teacher does not know
the answer.
F. Seeking clarification 1. Teacher asks a student to clarify something the
student has said.
2. Student asks teacher to clarify something the teacher
has said.
G. Extended learner turn Learner turn of more than one utterance.
H. Teacher echo 1. Teacher repeats teacher’s previous utterance.
2. Teacher repeats a learner’s contribution.
I. Teacher interruptions Interrupting a learner’ contribution.
J. Extended teacher turn Teacher turn of more than one utterance.
K. Turn completion Completing a learner’s contribution for the learner.
L. Display questions Asking questions to which teacher knows the answer.
M. Form-focused Giving feedback on the words used, not the message.
feedback
N. Confirmation checks Confirming understanding of a student’s or teacher’s
contribution.

SETT: Self Evaluation of Teacher Talk

Feature of teacher talk Examples from your recording

A. Scaffolding
Copyright © 2011. Taylor & Francis Group. All rights reserved.

B. Direct repair

C. Content feedback

D. Extended wait-time

Walsh, Steve. Exploring Classroom Discourse : Language in Action, Taylor & Francis Group, 2011. ProQuest Ebook Central,
http://ebookcentral.proquest.com/lib/ulster/detail.action?docID=668827.
Created from ulster on 2025-01-08 15:03:49.
 Appendix A 215

1111 E. Referential questions

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5 F. Seeking clarification
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9 H. Extended learner turn
1011
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3111 I. Teacher echo
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J. Teacher interruptions
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20111
1
2 K. Extended teacher turn
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6 L. Turn completion
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30111 M. Display questions
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Copyright © 2011. Taylor & Francis Group. All rights reserved.

4 N. Form-focused feedback
35
6
7
8
9
40111
1
2
3
4
45111

Walsh, Steve. Exploring Classroom Discourse : Language in Action, Taylor & Francis Group, 2011. ProQuest Ebook Central,
http://ebookcentral.proquest.com/lib/ulster/detail.action?docID=668827.
Created from ulster on 2025-01-08 15:03:49.