ADJUSTING LANGUAGE LEVEL IN TEACHER-TALK IN ELT MICROTEACHINGS WITH SPECIFIC REFERENCE TO DISTANCE EDUCATION TEACHER

Foreign language teacher education requires microteaching practices carried out by
teacher trainees for learning and assessment purposes. During microteachings, teacher
trainees operate many teaching skills concurrently. Interlanguage compatible teachertalk
in the target language is essential for the production of student talk at elementary
and intermediate levels in English language teaching (ELT). It is a demanding task for
ELT trainees to adjust the language level according to the given interlanguage level.
Nevertheless, during the microteaching sessions observed by the author and other
teacher trainers attributed whose impressions are disclosed below, critical unintended
flaws in teacher-talk adjustment in reference to the predetermined interlanguage
levels were observed. Such a mismatch causes critical problems in the comprehension
of the lesson. The recognition and discussion of the matter and the search for ways of
teaching at the appropriate level play a big part in foreign language teacher education.
In the first part of the study, the pre-service teaching performance from this
perspective is being explored in a two-part questionnaire administered subsequent to
language-skills microteachings carried out by the trainees attending the third year of
college with maximum attention on language level adjustment. A parallel questionnaire
was administered to the teacher trainers who observed and evaluated similar
microteachings. The second part of the study argues the skill of language level
adjustment from the perspective of distant foreign language teacher training. It
suggests a set of pre, while, and, post microteaching adjustment strategies primarily
for distance training.