Social Science and Humanities Journal SSHJ - VOL-03, ISSUE-06, 2019 Page no. 1346-1359 Page 1346 http://sshj.in/index.php/sshj/ Exploring the Impact of Teacher Talk in Acquiring English Grammar Asmaa M. Alkhazraji The British University in Dubai/ UAE Abstract: - Down the ages, many studies have been conducted on Grammar Teaching. This study investigates on the effect of Grammar Teaching on Language Learning. It throws light on the dark area of how teachers teach grammar verbally and the manner their talk impacts the learning process. This paper aims to explore the Impact of Teacher Talk on Acquisition of English Grammar naturally. The required data was collected with a Qualitative Realistic Approach. The conversation analysis method was transcribed and analyzed. The outcome revealed that teacher talk enhanced students’ command of English grammar learning. Besides, they explicated that Repetition and Pauses were the most frequent techniques used in teacher talk. Wh-questions, Yes/No questions and Elaboration were the most-used strategies in teachers talk. These techniques and strategies helped language learners acquire the grammatical rules. It is suggested that teachers take more consideration to their talk, as it reflects on improving Language Learning. Keywords:-Teacher talk, Techniques, Strategies, Language Learning, Grammatical rules. 1. Introduction This study focuses on grammar which structures the manner to put words together and form a sentence. The importance of grammar lies in enabling people to understand each other in a better way. They can express their ideas or their experience in an effective and comprehensible style. Grammar is the set of rules that govern the systematic relationship between words and sentences. It is also the system of rules that describe the sentence structure in a language. Besides, the rule that combines words and phrases together and determines the word order in a sentence sequence is called Syntax. Grammar and Syntax are the foundation of Linguistics. Grammar also adds unity and meaning to the sentences in the language. This enables people to produce original sentences. It enables individuals to articulate sequences of words correctly and to extend these sequences in both their writing and speaking. Besides, with a strong hold of Grammar, speakers will produce longer, spoken and written clauses with fewer mistakes in conversations and in written communication. Thus, Grammar can be ascribed as the „Promoter of the Language Usage‟ (Mart, 2013; Thornbury, 1999). Grammar is essential for Language Learning; it has to be taught in the Foreign Language classroom. Grammar instruction is a strategy that teachers use to gather students‟ attention to a particular grammatical form. It guides them to build sentences word by word in the suitable form. This leads the learners to internalize the rules and the structure of the Language. This technique also provides learners opportunities to understand and produce the English language correctly. If learners master English grammar, then they can master English language. Grammar learning can change students‟ lives for the better, because they learn to communicate effectively. Therefore, Grammar Instruction is an inevitable tool in Language Teaching (Hinkel & Fotos, 2002). Naturally, Grammar Instruction should receive more attention. This leads to discussion of how grammar should be taught in the classroom. There are numerous approaches to Language Teaching. While some of them pay attention to the teaching of Grammar, others do not. It is recently proved that these methods are lacking accuracy which makes them inadequate to provide what learners need. For example, the Grammar- Translation approach focuses more on the Structural forms. In other words, Grammar is taught explicitly. This method is quite contrary to the Direct approach which emphasizes on teaching of grammar inductively.