کلیدواژهها
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Classroom discourse, IRF (initiation, response, feedback), Role plays,
Discussions, Choral response
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چکیده
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The current study aims to examine the interaction patterns of Iranian EFL classrooms from
the perspective of classroom discourse analysis. 10 EFL classes with female students ranging
in age from 15 to 29 were observed for 900 minutes through non-participant observation. The
most recurring patterns of interaction were IRF, role plays, discussions and choral response
with teacher-initiated IRF being the prevailing pattern. Also, teacher speech outnumbered the
linguistic quantity of learners' contribution making the classroom discourse a teacher-centered
discourse. This study argues that the teachers and educators should focus on the co-constructed
nature of classroom discourse and shift away from teacher-centered discourse
providing a more equitable situation which promotes student interaction.
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