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دسترسی آزاد مقاله
1 - Reflections on Conversation Analytic Research in ELT
Hamid Allami Fatemeh Mozaffari Hossein Ali ManzouriStudying L2 classroom interaction can potentially help teachers and researchers to analyze classroom discourse in order to gain insights into class-based learning and promote teachers' awareness of their teaching. To measure, analyze and describe the interaction and the چکیده کاملStudying L2 classroom interaction can potentially help teachers and researchers to analyze classroom discourse in order to gain insights into class-based learning and promote teachers' awareness of their teaching. To measure, analyze and describe the interaction and the behavior of participants in classrooms several approaches can be used. One of the most powerful methodologies in Applied Linguistic research and L2 classroom interactions has recently been conversation analysis. This short pape r reports on several conversation analytic studies with a focus on English as a foreign language (EFL) classroom discourse and discusses the values of conversation analysis as a reflexive methodology for research on second or foreign language classroom discourse. The implications outlined are for language teaching and learning, classroom interaction, professional development of English language teachers, teacher education, and everyday talk. پرونده مقاله -
دسترسی آزاد مقاله
2 - IRF and ISRF Sequences and their Anti-Pedagogical Value
امیر مرزبان باقر یعقوبی مجتبی قلندریInitiation, 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, چکیده کاملInitiation, 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. پرونده مقاله -
دسترسی آزاد مقاله
3 - EFL Teacher Questions to Scaffold Learning Process: A Conversation Analytic Study
باقر یعقوبی فاطمه مظفریQuestioning practice constitutes one of the typical and fundamental interactional tools in L2 teaching. Much L2 research on teacher questions has been quantitative studies focusing on identifying question types and their roles in language acquisition and meaning negotia چکیده کاملQuestioning practice constitutes one of the typical and fundamental interactional tools in L2 teaching. Much L2 research on teacher questions has been quantitative studies focusing on identifying question types and their roles in language acquisition and meaning negotiation. However, by drawing on conversation analysis within a sociocultural perspective, this study examines qualitatively how EFL teacher questions can scaffold learning processes. The data were collected through videotaping EFL classroom interaction. Eleven sessions of seven intermediate-level teachers in private language schools were recorded. Through the microanalysis of the transcribed data, the study found that EFL teachers vary in their structuring of unfolding question-answer sequences and that only a small number of teacher questions tended to provide learning opportunities. Four question types providing scaffolded assistance were identified: simplifying questions, marking questions, prompting questions and asking-for-agreement questions. This study contributes to understanding how the interactive nature of the questions teachers pose can shed light on the connection between teachers’ practices and students’ learning across unfolding sequence. It argues that teacher questions are more than elicitation techniques; they are mediational interactional tools to assist participation and comprehensibility. Some examples illustrating these communicative moves of questions and their scaffolding functions are provided. The implications for teacher education are also discussed. پرونده مقاله -
دسترسی آزاد مقاله
4 - Navigating Turn-Taking System in an Online Synchronous Course: The Case of Gender and Language Proficiency
عزیزه چالاک مهراد کریمیEnglish learners' turn-taking system has been impacted due to the sudden shift from traditional face-to-face classes to virtual learning during the COVID-19 pandemic. The purpose of the study was to obtain a closer understanding of how students and teachers constructed چکیده کاملEnglish learners' turn-taking system has been impacted due to the sudden shift from traditional face-to-face classes to virtual learning during the COVID-19 pandemic. The purpose of the study was to obtain a closer understanding of how students and teachers constructed turns during their interactions. The data were collected from the audio transcripts of 55 students of two intermediate and two advanced EFL classrooms that were held on the Zoom platform. After collecting the data, they were transcribed through the modified version of Sacks, Schegloff, and Jefferson's Model and analyzed by the SPSS, through the Chi-Square tests. The results showed that the students were mostly addressed by their teachers. Moreover, the male students took more turns, and there was a meaningful difference in the turn-taking system of the intermediate and advanced EFL learners. Therefore, both gender and the level of proficiency influenced the patterns of turn-taking in online classrooms. The results might contribute to raising teacher awareness towards the preferred turn-taking patterns in a virtual synchronous classroom. پرونده مقاله -
دسترسی آزاد مقاله
5 - گفت و گو و روابط قدرت در داستان رستم و اسفندیار
فرهاد کرمی حسن حیدریداستان رستم و اسفندیار نشان‌دهندة تعارضِ درونی در ساختار قدرت رسمی و چگونگی شکل‌گیری مقاومت در برابر گفتمان غالب قدرت است. این تعارض و درگیری در داستان با شگردهای روایت، گفت‌وگو و مکالمه وبرخی ساخت‌های بلاغی مطرح می‌شود. در این مقاله به بررسی و تحلیل مکالمه وگفت‌وگو به چکیده کاملداستان رستم و اسفندیار نشان‌دهندة تعارضِ درونی در ساختار قدرت رسمی و چگونگی شکل‌گیری مقاومت در برابر گفتمان غالب قدرت است. این تعارض و درگیری در داستان با شگردهای روایت، گفت‌وگو و مکالمه وبرخی ساخت‌های بلاغی مطرح می‌شود. در این مقاله به بررسی و تحلیل مکالمه وگفت‌وگو به مثابة بخشی از تحلیل انتقادی گفتمان پرداخته‌ایم و از برخی مؤلفه‌های کاربردشناسی زبان نیز در تحلیلِ گفت‌وگوهای دو شخصیت اصلی داستان یعنی رستم واسفندیار بهره برده‌ایم. این بررسی نشان می‌دهد که مناسبات روابط قدرت در دربار و نهادهای سیاسی ایران، زبان و ساختار داستان رستم و اسفندیار را از بار ایدئولوژیک سرشار و بلاغت گفتمانی قدرت را بر آن حاکم کرده است. اسفندیار نمایندۀ قدرت دینی و سیاسی و رستم نمایندۀ قدرت پهلوانی و ملی است که علی‌رغم میل باطنی درگیر نبردی ناخواسته و تن‌به‌تن می‌شوند. گفتمان قدرت باعث عمل‌کرد زبان در بافت خاص و شیوه بلاغی ویژه‌ای شده است که وقتی از صافی ذهن حماسه‌پرداز فردوسی گذشته است باعث ایجاد دست‌گاه گفتمانی جدید با هویت تازه‌ای شده است. پرونده مقاله
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