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"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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