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:: Volume 16, Number 1 (3-2013) ::
IJAL 2013, 16(1): 107-128 Back to browse issues page
Investigating Classroom Discourse: A Case Study of an Iranian Communicative EFL Classroom
Parviz Maftoon, Ghafour Rezaie
Abstract:   (2376 Views)
This article examines various features of classroom discourse in a communicative EFL classroom. The class was observed and audio-taped during five class sessions with the total recordings of 4 hours of classroom interactions. An analytic framework was developed to examine these features in four major areas of teaching exchanges, characteristics of input, error treatment, and question types. The analysis revealed that the database comprised 52 teaching exchanges, of which 73% contained the F-move with evaluative function, that the teacher modified his speech in accordance with the learners’ language proficiency level, and that there was a clear preference for recasting (51%) and explicit correction (22%), leaving little opportunity for other effective corrective feedback strategies to encourage learner uptake and self-repair. The database was also examined for question types.  Although referential questions are believed to be valuable in promoting communicative interactions, it was found that the teacher asked proportionately more display questions (57%) than referential questions (21%).
Keywords: Classroom discourse, Teaching exchanges, Characteristics of input, Error treatment, Question type
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Type of Study: Research |
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Maftoon P, Rezaie G. Investigating Classroom Discourse: A Case Study of an Iranian Communicative EFL Classroom. IJAL. 2013; 16 (1) :107-128
URL: http://ijal.khu.ac.ir/article-1-1590-en.html
Volume 16, Number 1 (3-2013) Back to browse issues page
Iranian Journal of Applied Linguistics
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