The Effect of Teacher Talk Time (Ttt) Strategy on the Awareness of Semantic Topics
DOI:
https://doi.org/10.26436/hjuoz.2020.8.1.584Keywords:
Group discussion, Semantics, Teacher Talk Time (TTT)Abstract
The present study aims at understanding, explaining and assessing the teacher talk time (TTT) strategy, which has become an increasingly important teaching strategy for teachers at EFL university classrooms, namely, University of Zakho, School of Languages, Department of English. The third-year students were noticed to have some difficulties in understanding some semantic topics and be inactive to participate in classroom activities. That is why; the TTT strategy was found very helpful in reducing the time allocated for the teacher. Hence, the teaching process would be a kind of student-centered. By applying the technique of implementing group discussions, the researcher followed the methods of observation and evaluation to discover whether different semantic topics and vocabularies related to them could be identified and understood easily. In conducting a t-test and multiple comparison correlations by SPSS, the results showed that the mean difference was highly significant in favor of reducing the TTT. This means that the TTT was found effective because the students developed their skills in the awareness of some semantic topics especially the theoretical ones.
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