IRF and ISRF Sequences and their Anti-Pedagogical Value
محورهای موضوعی : language teachingامیر مرزبان 1 , باقر یعقوبی 2 , مجتبی قلندری 3
1 - Qaemshahr Branch, Islamic Azad University, Qaemshahr, Iran
2 - University of Mazandaran
3 -
کلید واژه: Classroom Interaction, Conversation Analysis Framework, IRF Sequences, ISRF Sequences,
چکیده مقاله :
Initiation, Response, and Feedback(IRF) sequences are the most frequent interaction network in any classroom contexts. IRF sequences have been examined profusely in previous studies and were reported to be negatively correlated with participation opportunities (Kasper, 2006; Cazden, 2001; Ellis, 1994).In all these studies, all contingent factors of any classroom context which might influence interaction network have been overlooked. Therefore, IRF sequences have been improvidently considered as static and inflexible interaction patterns which are unfolded invariantly in classroom. Based on video- taped data from ten English as a foreign language (EFL) classes, which were analyzed within conversation analysis framework, this study uncovered a modified version of IRF sequences labeled as ISRF (Initiation, Struggle, Response, and Feedback) sequences. Previous literature reported that IRF sequences offer very limited learning opportunities. ISRF sequences, on the other hand, have been shown in this study, to destroy even those very limited learning opportunities which IRF sequences could offer. The finding can both benefit teachers and teacher educators. It warns novice teachers to avoid applying this new interaction pattern in their classes and demands teacher educators to inform their trainees of the negative effect of ISRF sequences.
زنجیره های پرسش- پاسخ- بازخورد رایج ترین شبکه تعاملی در بافت کلاسی است. این زنجیره ها به صورت گسترده در مطالعات پیشین بررسی شدهاند و تاثیر منفی آنها در مشارکت کلاسی دانش آموزان مکرراً گزارش شده است (کاسپر2006، کزدن2001، الیس1994). در تمامی این مطالعات زنجیرههای پرسش- پاسخ- بازخورد عمدتاً به عنوان الگوهای تعاملی ثابت و غیرقابل انعطاف در نظر گرفته شدهاند. بر اساس داده های به دست آمده از ضبط ویدئویی از ده کلاس آموزش زبان انگلیسی به عنوان زبان خارجی که در قالب گفتگوکاوی تجزیه و تحلیل شدهاند ، این پژوهش گونه تغییر شکل یافته ای از این زنجیره تعاملی را مشاهده نمود که زنجیره پرسش- تقلا- پاسخ- بازخورد نامگذاری شده است . در این مطالعه نشان میدهیم که زنجیرههای پرسش-تقلا- پاسخ- بازخورد حتی فرصتهای محدود زنجیرههای پرسش- پاسخ- بازخورد را از بین میبرند. این کار پژوهشی به مدرسان زبان توصیه میکند که از استعمال زنجیرههای پرسش-تقلا- پاسخ- بازخورد در کلاس های خود خودداری کنند.
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