In part I of this paper the general characteristics of 'teacher talk' and that of
four language unit teachers are examined, and the effect of different move
types on the degree of spontaneous speech exhibited by their pupils is shown.
Qualitative differences in overall style of interaction among the four teachers
were found which appeared to reflect differences in pedagogic goals and
individual beliefs regarding the importance of conversation rather than the
degree of control they exerted over subsequent pupil moves through their use
of different move types including repair. The implications of the discrepancy
found in some cases between what the four teachers reported in a question
naire to be important aims and objectives and what took place in practice
are also considered.
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