Abstract
This paper examines the author's teacher talk during the Japanese language teaching practice. In the classes that the author gave during the fall and winter teaching training, there were situations when explanations and instructions were not conveyed to the learners and activities were not carried out as expected, or when learners became silent and tasks did not progress smoothly. In addition, when explanations and instructions were not conveyed, appropriate actions were not taken, further confusing the learners. This paper examines the author's teacher talk and responses to learners in three lessons in which the teacher talk was not communicated clearly. The results showed that the author tended to use long one-sided speeches to make the content of her talk easy to understand, while at the same time, she did not use visual materials effectively, and even when she did use it, the content of them tended to be insufficient. Based on these problems, she will discuss how to give teacher talks that are more communicative to learners in future Japanese language teaching.
https://ror.org/05qz4zw08 
