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This study focuses on the use of communication strategies in teacher talk. While previous studies have presented communication strategies largely from an outside researcher's perspective, the aim in this paper is to move the focus to that of classroom contexts, especially EFL teaching contexts. Furthermore, it is argued that communication strategies should also be studied in the situated talk of the classroom teacher, and not just second language learners. Showing some examples from our database, we underscore the crucial role these devices play in classroom interaction. The participants were five non-native Iranian teachers. The data consisted of a total of fifteen recordings, made up of three lessons for each teacher. The detailed examination of the database revealed that the teachers in the study made frequent use of different types of communication strategy in their talk with students and these strategies were potentially an important aspect of teacher talk. The most important implications of this finding are that, first, an extended concept of communication strategies that moves beyond learners to include teachers' communication strategies should be taken into account and, second, developing these strategies are necessary for effective L2 communicative language use.    

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This research intends to explore the efficacious English teachers’ goals and strategies to effectively manage their own as well as their students’ emotions. The data of the study included interviews with 22 English teachers and 92 diary journals kept by 12 teachers who were among the top 20% of ELTEI (ELT teacher efficacy instrument) scorers and identified as efficacious English teachers. The results indicated that teachers’ goals for regulating their positive emotions included maintaining authority in relation to students, presenting unbiased teacher character, and enhancing teaching effectiveness. For regulating negative emotions, the goals included maintaining the teacher and students’ mental health, promoting teacher-student relationships, and reinforcing the image of teachers as moral guides. Teachers also used a variety of antecedent-focused and response-focused strategies hierarchically for effective emotion management including situation selection, situation modification, attention deployment, cognitive change, and response modulation. The findings were discussed with reference to the role of culture in emotion regulation and effectiveness of different sub-strategies. The results may promise some implications for teacher education programs and teacher educators about the inclusion of professional development opportunities for EFL teachers in terms of effective emotion management

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