2. Applied Linguistics (Inspirations from neighbor disciplines)
Katayoon Afzali; Golshan Kianpoor
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 ...
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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.
Ali Emamjome
Abstract
Drawing on recent developments in linguistic description and applied linguistics, it can be concluded that learning a language necessitates getting to know something and being able to do something with that knowledge: competence, and performance. Structural approach to language description attaches ...
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Drawing on recent developments in linguistic description and applied linguistics, it can be concluded that learning a language necessitates getting to know something and being able to do something with that knowledge: competence, and performance. Structural approach to language description attaches importance to the former; communicative approach to the latter. Appropriate classroom discourse, for structural approach, is the one which facilitates the internalization process of systemic knowledge; no matter if the classroom discourse itself is contrived or simplified. For communicative approach, however, what matters is replicating the conditions of natural language learning in classroom. Here appropriate classroom discourse is the one which facilitates the attested language use in natural context. Simplification and contrivance are considered as deviance from authentic language use. Now the question is what type of classroom discourse is more appropriate and why? This is what the present paper endeavors to answer from Widdowsonian point of view.
