مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic Resources

video

مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic Resources

sound

مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic Resources

Persian Version

مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic Resources

View:

85
مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic Resources

Download:

46
مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic Resources

Cites:

Information Journal Paper

Title

Power Dominance and Interaction Features in Iranian EFL Teachers’ Classroom Discourse

Pages

  385-404

Abstract

 classroom discourse refers to the language and interaction used by the teacher and the students to communicate and shape learning in the educational context. The present study focused on Iranian EFL teachers’ classroom discourse by observing their dominancy, teacher talk, question types, and interactions in their classes. To do so, through a non-experimental, descriptive research design, 20 female experienced teachers with the age range of 30-40, teaching at an upper-intermediate level in different language institutes in Isfahan, Iran were selected based on the convenience sampling. Two classes of the teachers were observed, the sessions were recorded, and their classroom discourses were transcribed and later analyzed. Moreover, to increase the validity and reliability of the research, a semistructured interview was conducted with volunteer participants; their reflections on their communication with the learners and discourse types were collected and analyzed using descriptive statistics in terms of frequency and percentages. The findings of the study showed that the teachers made use of specific discourse to ascertain their dominance and control in their classes. The findings also revealed that the teachers used more monologic discourse patterns in their classes rather than dialogic ones. Teacher talk far exceeded student talk, Initiation-Response-Feedback pattern dominated the classroom discourse; and display questions were used more frequently than referential ones. These findings could benefit teachers to be more conscious about type of CD and its effect on student-to-student and teacher-to-student interactions. It could also serve the purpose of critical classroom discourse analysis.

Cites

  • No record.

    • References

  • No record.

    • Cite

    APA: Copy

    CHALAK, AZIZEH. (2021). Power Dominance and Interaction Features in Iranian EFL Teachers’ Classroom Discourse. LANGUAGE RELATED RESEARCH (COMPARATIVE LANGUAGE AND LITERATURE RESEARCH), 12(5 (65) ), 385-404. SID. https://sid.ir/paper/982735/en

    Vancouver: Copy

    CHALAK AZIZEH. Power Dominance and Interaction Features in Iranian EFL Teachers’ Classroom Discourse. LANGUAGE RELATED RESEARCH (COMPARATIVE LANGUAGE AND LITERATURE RESEARCH)[Internet]. 2021;12(5 (65) ):385-404. Available from: https://sid.ir/paper/982735/en

    IEEE: Copy

    AZIZEH CHALAK, “Power Dominance and Interaction Features in Iranian EFL Teachers’ Classroom Discourse,” LANGUAGE RELATED RESEARCH (COMPARATIVE LANGUAGE AND LITERATURE RESEARCH), vol. 12, no. 5 (65) , pp. 385–404, 2021, [Online]. Available: https://sid.ir/paper/982735/en

    Related Journal Papers

  • No record.

    • Related Seminar Papers

  • No record.

    • Related Plans

  • No record.

    • Recommended Workshops






    Move to top
    telegram sharing button
    whatsapp sharing button
    linkedin sharing button
    twitter sharing button
    email sharing button
    email sharing button
    email sharing button
    sharethis sharing button