An Investigation into Iranian EFL High School Teachers’ Classroom Discourse Behaviors Analyzed through Systemic Functional Linguistics

This study investigated the features that characterize Iranian EFL high school teachers’ classroom discourse behaviors and what could be revealed about these teachers’ behaviors when analyzed through systemic functional linguistics (SFL). To this end, ۱۰ Iranian EFL high school teachers (۵ males, ۵ females, mean age ۳۰) were audio-recorded. The study results showed some behavioral patterns in the classroom discourse behaviors of the study participants, the most important of which were the use of the Grammar-Translation Method (translation) and several audiolingual techniques such as drill practices. Concerning SFL, thematizing based on whatever came at the beginning of English sentences and the use of so for thematizing, using it as a conjunction, concluding, and drawing and redirecting students’ attention were familiar. The results suggest several behavioral patterns common among Iranian EFL high school teachers. The implications of the study focus on the importance of knowing these behavioral patterns for teachers themselves and teacher trainers and policymakers.

Keywords:

Iranian EFL high school teachers , Classroom discourse behaviors , Systemic functional linguistics , Grammar-translation method