Difference between revisions of "Afzali2020"

From emcawiki
Jump to: navigation, search
(Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Katayoon Afzali; Golshan Kianpoor |Title=Teachers’ Strategies Used to Foster Teacher-Student and Student-Student Interactions in EFL C...")
 
 
Line 3: Line 3:
 
|Author(s)=Katayoon Afzali; Golshan Kianpoor
 
|Author(s)=Katayoon Afzali; Golshan Kianpoor
 
|Title=Teachers’ Strategies Used to Foster Teacher-Student and Student-Student Interactions in EFL Conversation Classrooms: A Conversation Analysis Approach
 
|Title=Teachers’ Strategies Used to Foster Teacher-Student and Student-Student Interactions in EFL Conversation Classrooms: A Conversation Analysis Approach
|Tag(s)=EMCA; In press; Classroom; Teacher strategies; EFL
+
|Tag(s)=EMCA; Classroom; Teacher strategies; EFL
 
|Key=Afzali2020
 
|Key=Afzali2020
 
|Year=2020
 
|Year=2020
 
|Language=English
 
|Language=English
 
|Journal=Journal of Applied Linguistics and Applied Literature: Dynamics and Advances
 
|Journal=Journal of Applied Linguistics and Applied Literature: Dynamics and Advances
 +
|Volume=8
 +
|Number=2
 +
|Pages=119-140
 
|URL=http://jalda.azaruniv.ac.ir/article_14106.html
 
|URL=http://jalda.azaruniv.ac.ir/article_14106.html
 
|DOI=10.22049/JALDA.2020.26915.1192
 
|DOI=10.22049/JALDA.2020.26915.1192
 
|Abstract=Despite the fact that there are a wide range of strategies used to foster interactions in EFL conversation classrooms, many novice teachers are not aware of them. In view of this problem, the current study aimed to identify such strategies commonly used by EFL teachers in conversation classrooms. To this end, fifty sessions of college level conversation classrooms were observed andtheir teacher-student interactions were audio recorded. The class recordings were, then, transcribed by means of transcription symbols proposed by Hutchby and Wooffitt (2008), and were analyzed both quantitatively and qualitatively based on the taxonomy of foreign language interaction analysis system proposed by Walsh (2006). The findings revealed that teacher echo and asking questions were among the most frequent strategies teachers use to foster teacher-student interactions; however, asking questions and agreement strategies were used to foster student-student interactions.The findings have implications for teaching conversations in EFL classrooms which were discussed in the article.
 
|Abstract=Despite the fact that there are a wide range of strategies used to foster interactions in EFL conversation classrooms, many novice teachers are not aware of them. In view of this problem, the current study aimed to identify such strategies commonly used by EFL teachers in conversation classrooms. To this end, fifty sessions of college level conversation classrooms were observed andtheir teacher-student interactions were audio recorded. The class recordings were, then, transcribed by means of transcription symbols proposed by Hutchby and Wooffitt (2008), and were analyzed both quantitatively and qualitatively based on the taxonomy of foreign language interaction analysis system proposed by Walsh (2006). The findings revealed that teacher echo and asking questions were among the most frequent strategies teachers use to foster teacher-student interactions; however, asking questions and agreement strategies were used to foster student-student interactions.The findings have implications for teaching conversations in EFL classrooms which were discussed in the article.
 
}}
 
}}

Latest revision as of 10:35, 15 January 2021

Afzali2020
BibType ARTICLE
Key Afzali2020
Author(s) Katayoon Afzali, Golshan Kianpoor
Title Teachers’ Strategies Used to Foster Teacher-Student and Student-Student Interactions in EFL Conversation Classrooms: A Conversation Analysis Approach
Editor(s)
Tag(s) EMCA, Classroom, Teacher strategies, EFL
Publisher
Year 2020
Language English
City
Month
Journal Journal of Applied Linguistics and Applied Literature: Dynamics and Advances
Volume 8
Number 2
Pages 119-140
URL Link
DOI 10.22049/JALDA.2020.26915.1192
ISBN
Organization
Institution
School
Type
Edition
Series
Howpublished
Book title
Chapter

Download BibTex

Abstract

Despite the fact that there are a wide range of strategies used to foster interactions in EFL conversation classrooms, many novice teachers are not aware of them. In view of this problem, the current study aimed to identify such strategies commonly used by EFL teachers in conversation classrooms. To this end, fifty sessions of college level conversation classrooms were observed andtheir teacher-student interactions were audio recorded. The class recordings were, then, transcribed by means of transcription symbols proposed by Hutchby and Wooffitt (2008), and were analyzed both quantitatively and qualitatively based on the taxonomy of foreign language interaction analysis system proposed by Walsh (2006). The findings revealed that teacher echo and asking questions were among the most frequent strategies teachers use to foster teacher-student interactions; however, asking questions and agreement strategies were used to foster student-student interactions.The findings have implications for teaching conversations in EFL classrooms which were discussed in the article.

Notes