Mohsen Masoomi
Shaho Hoorijani
Sarisa Rahimi
Somayeh Nour

The central theme of this study is that language teachers can improve their professional practice by developing a closer understanding of classroom discourse and, in particular, by focusing on the complex relationship between language, interaction and learning. This study provides a comprehensive account of current perspectives on classroom discourse, aiming to promote a fuller understanding of interaction, which here is regarded as being central to effective teaching. While classroom interaction has been the focus of attention for researchers for more than fifty years, the complex relationship between language, interaction and learning are still only partially understood. This case is made for a need not only to describe classroom discourse, but also to ensure that teachers and learners develop the kind of interactional competence that will result in more engaged, dynamic classrooms where learners are actively involved in the learning process. The total number of the participants who participated in this study were 60, all of them were Iranian students of EFL at B.A level. To achieve the required data the following scales were capitalized on: Participant Interview Questionnaire (Adapted from Cao &Philp, 2006), WTC Questionnaire (Adapted from Cao & Philp, 2006; Weaver, 2005), TOEFL language proficiency test (Tarbiat Modares University). Results of this study shows that: 1.The content of teacher talk improves students' performance by the end of the language course. 2. The content of teacher talk increases students' interaction during the classes. 3. The content of teacher talk promotes positive students' attitudes toward the teacher.

Teacher talk, Willingness to communicate, EFL