پديد آورندگان :
Mozaffari، Fatemeh نويسنده Yazd University , , Yaqubi، Baqer نويسنده University of Mazandaran ,
كليدواژه :
Classroom Discourse , conversation analysis , interactional practice , question-answer sequence , learner initiative
چكيده لاتين :
This paper investigates learner-initiated responses to English language
teachers’ referential questions and learner initiatives after teachers’
feedback moves in meaning-focused question-answer sequences to
analyze how interactional practices of language teachers, their
initiation and feedback moves, facilitate learner initiatives. Classroom
discourse research has largely neglected learner initiative in this
pedagogically crucial arena. Addressing this pedagogical issue and
drawing on sociocultural theory and situated learning theory, this
qualitative study focuses on meaning-focused question-answer
sequences to understand whether unfolding sequences, as structured
by teachers, solicit learner-initiated participation. The data come from
10 videotaped and transcribed lessons from seven English teachers and
their intermediate level students, at four private language institutes in
Iran, which were analyzed within conversation analysis framework.
Based on detailed analysis of classroom episodes, a very small number
of learner initiatives was uncovered. The analysis revealed that several
interactional practices by teachers (addressing the whole class,
extending wait-time, encouraging student-student interaction,
acknowledging response, giving positive feedback, and using
continuers) tend to prompt learners’ initiation and learners can also
create learning opportunities for themselves (following silence or
following their own or other initiation). To characterize the findings, a
typology of interactional acts that prompt solicited and unsolicited
learner initiation is also provided. Some episodes are analyzed and the
implications for teachers and teacher educators are also discussed.
