Abstract:
The study investigated a second language teacher educator and teacher learners‘
awareness of classroom interactional competence (CIC) to communicate pedagogical
content knowledge (PCK) on a teacher education course in Iran. Therefore, the teacher
educator‘s classroom discourse was scrutinized using classroom observation triangulated
with interview data with the educator to characterize the interactional features of his
talk-in-interaction with respective discourse modes. The resulting 43 interactures
represented four interacture types which mediated Effective Eliciting, Shaping Learner
Contribution, Facilitating Interactional Space Focused on the Learner, and Facilitating
Interactional Space Focused on the Teacher. The corresponding mode analysis revealed
frequent mode integrity incorporating classroom context mode with a pivotal role in all
except Facilitating Interactional Space Focused on the Teacher interactures. Later, the
taxonomy was incorporated into CIC TLA questionnaires. 32 teaching candidates, and
the educator completed respective ethnographically-developed questionnaire versions
indicating their awareness of the teacher educator‘s choice of CIC interactures. Besides,
the interview data concerning the TLA deliberation was triangulated with a Spearman
rho correlation results of the perceived CIC strategy frequencies. Consequently, the
confirmatory evidence for the significant degree of correspondence (rho = 0.67, n = 33,
< 0.01) between the educator and teacher learners‘ awareness revealed the student
teachers‘ heightened declarative TLA. The findings urge language teacher educators to
tune interactures in type, mode, and intensity to the professional content and the TLA
they negotiate with teacher learners thereby.
Machine summary:
Classroom Interactional Teacher Language Awareness: Expert Talk Contextualizing Pedagogical Content Knowledge Mandana Zolghadri1*, Mahmood Reza Atai2, Esmat Babaii3 1*Ph. D.
ir Abstract The study investigated a second language teacher educator and teacher learners‘ awareness of classroom interactional competence (CIC) to communicate pedagogical content knowledge (PCK) on a teacher education course in Iran.
Introduction Classroom interaction has generated considerable research into second language teaching (SLT) (Jenks & Seedhouse, 2015; Markee, 2015; Walsh, 2006) and second language teacher education (SLTE) (Sert, 2015; Johnson & Golombek, 2011; Walsh, 2013).
By definition, CIC, within the framework of Self-Evaluation-of-Teacher-Talk (SETT), is materialized in classroom micro-contexts called modes through interactional features called interactures (Walsh, 2006).
To achieve the purpose of the study, based on the defining features of CIC (Walsh, 2006), namely, Effective Eliciting (EE), Shaping Learner’s Contribution (SLC), Facilitating Interactional Space Focused on the Learner (FISFL) and Facilitating Interactional Space Focused on the Teacher (FISFT) these research questions were addressed: 1.
This TLA reconceptualization, 6 Journal of Modern Research in English Language Studies 6(4), 1-29, (2019) concurred with Glasgow (2008), elucidates classroom pragma-linguistic awareness contribution to SL teacher cognition (Andrews & Lin, 2018; Li, 2015).
Regular class periods were videotaped afterwards to provide evidence for the researchers‘ hunches about the discourse strategies that the teacher educator was using in classroom interaction, and were believed to help the students‘ learning and grasp of professional content knowledge of language pedagogy which was to be negotiated through the course.