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Vahdat, Sedigheh, Choubsaz, Yazdan, Arizavi, Saleh. (1397). "But let me talk": An Investigation into Teachers' Interaction Patterns in EFL Classrooms. سامانه مدیریت نشریات علمی, 7(1), 57-85. doi: 10.22054/ilt.2019.37983.355
Sedigheh Vahdat; Yazdan Choubsaz; Saleh Arizavi. ""But let me talk": An Investigation into Teachers' Interaction Patterns in EFL Classrooms". سامانه مدیریت نشریات علمی, 7, 1, 1397, 57-85. doi: 10.22054/ilt.2019.37983.355
Vahdat, Sedigheh, Choubsaz, Yazdan, Arizavi, Saleh. (1397). '"But let me talk": An Investigation into Teachers' Interaction Patterns in EFL Classrooms', سامانه مدیریت نشریات علمی, 7(1), pp. 57-85. doi: 10.22054/ilt.2019.37983.355
Vahdat, Sedigheh, Choubsaz, Yazdan, Arizavi, Saleh. "But let me talk": An Investigation into Teachers' Interaction Patterns in EFL Classrooms. سامانه مدیریت نشریات علمی, 1397; 7(1): 57-85. doi: 10.22054/ilt.2019.37983.355

"But let me talk": An Investigation into Teachers' Interaction Patterns in EFL Classrooms

Issues in Language Teaching
مقاله 3، دوره 7، شماره 1، شهریور 2018، صفحه 57-85    اصل مقاله (395.06 K)
نوع مقاله: Research Paper
شناسه دیجیتال (DOI): 10.22054/ilt.2019.37983.355
نویسندگان
Sedigheh Vahdat* 1؛ Yazdan Choubsaz2؛ Saleh Arizavi2
1English Language and Literature Department, Shahid Chamran University of Ahvaz
2Department of English, Faculty of Letters and Humanities, Shahid Chamran University of Ahvaz, Ahvaz, Iran
چکیده
Drawing on Walsh's (2012) idea that boosting learners' contribution and interaction can play a key role in their foreign language learning, this mixed-methods study tried to cast some light on the ways by which teachers, via their choice and use of language, create or block learners' contribution in direct interactions in the classroom. A total of 800-minute recordings of 10 teachers' talks and their learners' in English as a Foreign Language (EFL) classes were studied utilizing a Conversation Analysis methodology. The interaction patterns identified in the recordings suggest that teachers could manipulate their talk either to facilitate or obstruct learners' involvement by the inserted turns they take. The findings of the study indicate that the teachers need to minimize their interventions while the learners taking their turns, and instead pave the way for a more interactive discourse. In addition, a 'listening culture' in the classrooms should be encouraged in order to create opportunities for more classroom interactive talk. A number of implications for teachers and teacher trainers are also given.
کلیدواژه‌ها
prospect creation؛ prospect blocking؛ learners' involvement؛ classroom interaction
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