Appraising Discourse Content of EFL Classrooms Through the Lens of Bakhtin’s Dialogic Discourse Pattern مقالة

مؤلف: Niknezhad Naeijabad، Fatemeh ؛ Khodareza، MohammadReza ؛ Mashhadi Heidar، Davood ؛

Journal of Modern Research in English Language Studies Winter 2019, Volume 6 - Number 1 ISC (‎27 صفحة - من 49 إلی 75 )

الکلمات المفتاحية: IRF Monologic Discourse Dialogic Teaching Dialogic Discourse Pattern Discourse Content

خلاصة:

This study aims at appraising the discourse exchanges of English as a foreign language (EFL) teachers and learners from a critical standpoint to explore whether the turn-taking structures are dialogical in essence. To this end, the discourse exchanges of 12 classrooms were observed and digitally audiotaped during class interactions. At the same time, notes were taken and checklists were filled out to capture contextual features. The functions of each interaction were transcribed verbatim and then coded to uncover the initiation-response-feedback (IRF) patterns. The functions were identified by counting the number of occurrence of initiation move functions, type of elicitations, and follow-up move functions. The Chi-square tests, followed by a complementary interpretive approach, were run to determine the distribution of the IRF patterns and to analyze the class interactions. The findings indicated that the least frequent initiation move function was nominating and most frequent move function was in the form of display questions by the students. Additionally, teachers exposed a tendency toward closed and managerial questions in the classrooms. The teachers employed their follow-up moves to repeat, accept, and correct among the students in classrooms. This makes no room for the students to voice their ideas, to foster critical reflection, and to encourage transformative mode in a classroom. The findings suggest that dialogic teaching can involve learners in collaborative dialogue and empower them to be reflective learners.

ملخص الجهاز:

com This study aims at appraising the discourse exchanges of English as a foreign language (EFL) teachers and learners from a critical standpoint to explore whether the turn-taking structures are dialogical in essence. Given the pivotal role of teachers and students in classrooms and the importance of classroom spoken discourse features in the learning process, analyzing teachers‟ and students‟ interactions can provide insightful information on what type of interaction promotes learning outcome and how learners construct new knowledge (Seedhouse, 2005; Walsh, 2011). Notably, changing a classroom discourse into a dialogic one may make room for teachers and learners‟ response, pave the ground for different voices, and authorize students with critical standpoint to make a marked change from passive learners into reflective practitioners and co-participants. The study showed that ELT classrooms were not useful for critical language learning because most of the teachers preferred to follow the traditional model of teaching to control students' utterances. Materials and Instruments To provide a systematic and quantitative evaluation of discourse interaction in EFL classrooms, an analytic framework was adopted to examine teachers‟ and students‟ (a) initiation move function (IMF) in 4 major areas of questioning, nominating, initiating, and informing , (b) the type of elicitation in 3 main areas of closed, marginal, and open-ended questions, and (c) follow-up move function (FMF) in 7 areas of repletion, correction, expansion, acceptance, teacher answer, praise, and criticism.

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