چكيده فارسي :
Classroom discourse is a complicated phenomenon as there are many microactions happening within it. Considering this chaotic and dynamic communicative architecture of classroom talk, investigating teachers’ cognition about its different interactures is of great importance. To this end, this study was aimed at investigating teachers’ cognition about different interactional phases of EFL classroom ecology. Twenty teachers participated in semi-structured interviews regarding different main interactional moves in classroom discourse. They were further asked to talk about different submoves in each main move of classroom talk. The teachers’ transcribed interview responses provided qualitative data that were analyzed using a method of thematic analysis. Results showed that the majority of teachers divided their classes into four separate interactional moves: starting class, task performance, knowledge construction, and class termination. The teachers proposed several submoves for each main move in EFL classroom ecology. They mentioned several microactions for starting class move such as greeting, calling names, and asking reasons for absences. Moreover, they divided task performance move into four submoves. The next main move of classroom interactional architecture was knowledge construction, which was manifested in 23 submoves in the form of explaining a grammatical structure or clarifying the meanings of words. The last main move in classroom interactional architecture was class termination, encompassing all the teacher talk strategies in closing one typical classroom session. The results suggest that while the interactional picture of classroom talk is straightforward from a macro viewpoint, interactional microactions in different components of classroom discourse constitute a complicated phenomenon.
