Document Type : Research Articles


1 Associate Professor of Applied Linguistics, Department of English, Facutly of Foreign Languages, Sheikhbahaee University, Isfahan, Iran

2 MA in TEFL, Department of English, Faculty of Foreign Languages, Sheikhbahaee University, Isfahan, Iran



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.


Main Subjects

Article Title [فارسی]

بررسی استراتژیهای به کار رفته توسط معلمان جهت افزایش تعاملات بین معلم-دانش آموز و دانش آموز-دانش آموز

Authors [فارسی]

  • کتایون افضلی 1
  • گلشن کیانی پور 2

1 دانشیار زبانشناسی کاربردی، گروه زبان انگلیسی، دانشکدۀ زبانهای انگلیسی، دانشگاه شیخ بهایی، اصفهان، ایران

2 کارشناس ارشد آموزش زبان آنگلیسی، دانشکدۀ زبانهای انگلیسی، دانشگاه شیخ بهایی، اصفهان، ایران

Abstract [فارسی]

با وجود اینکه استراتژیهای زیادی برای افزایش تعاملات کلاسی در کلاسهای مکالمه وجود دارد، بسیاری از معلمان تازه کار از این استراتژیها آگاهی ندارند. با توجه به این مساله، هدف تحقیق حاضر بررسی استراتژیهایی که معلمان برای افزایش تعاملات بین معلم و دانش آموز و دانش آموز و دانش آموز به کار می برند می باشد. بدین منظور 50 جلسه از کلاسهای مکالمه دانشگاه مشاهده و ضبط گردیدند. سپس این مکالمات ضبط شده از طریق مدل هاچبی و ووفیت به حالت مکتوب در آورده شدند و مطابق مدل والش آنالیز شدند. سپس پر تکرارترین استراتژیها مشخص گردیدند. نتایج این تحقیق می تواند برای تدریس مکالمه مورد استفاده قرار گیرد.

Keywords [فارسی]

  • گفتمان کلاس
  • تعاملات کلاس
  • تحلیل مکالمه
  • راهکارهای معلمان

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