This work focuses on the language strategies EFL teachers use to facilitate learners’ comprehension, especially when comprehension gaps occur in the classroom. However, the ultimate objective of the study attempts to relate classroom interaction and talk to the interactional strategies non-native speakers of English specifically manifest in ELF (English as a lingua franca) contexts. Raising awareness that, in ELF contexts, speakers cooperate to negotiate meaning and are successful in their communicative goals may provide a new perspective on classroom talk. This research hopes to be a moment of reflection for teachers-researchers, willing to expand traditional language teaching horizons.
