Identification and Distribution of Interactional Contexts in EFL Classes: The Effect of Two Contextual Factors
Publish Year: 1394
نوع سند: مقاله ژورنالی
زبان: English
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شناسه ملی سند علمی:
JR_ELT-7-15_004
تاریخ نمایه سازی: 10 دی 1401
Abstract:
This study aims at empirically furthering awareness of the organization of interaction in EFL classes. Informed by the methodological framework of conversation analysis, it draws upon a corpus of ۵۲ three-hour naturally-occurring classroom interaction to identify classroom interactional contexts based on the structuring of the pedagogic goals in turn-taking sequences. Conversation analytic procedures were then paired with quantitative procedures to explore the distribution of the identified contexts within the macro-context of classroom discourse and to investigate the effect of interaction-external factors, i.e., teachers’ training and learners’ levels of language proficiency, on the distribution of the identified contexts. Analyses of extracts from the transcribed data led to the emergence of four interactional contexts: form-oriented, meaning-oriented, skill-oriented, and management-oriented. As to their distribution, form-oriented and skill-oriented contexts were found to be constitutive of the bulk of interaction, with meaning-oriented context comprising the smallest proportion. A two-way multivariate analysis of variance revealed that the distribution of all identified contexts was significantly affected by learners’ levels of language proficiency. Teachers’ training had a significant main effect on just form-oriented and management-oriented contexts. The findings of this study draw teachers and teacher educators’ attention to the necessity of a change in the status quo of EFL classroom interaction.
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Authors
مصطفی پورحاجی
Ph.D.Candidate, University of Tehran (Corresponding author)
سیدمحمد علوی
Associate Professor, University of Tehran
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