چکیده:
Pairing theory with methodology, this study demonstrates how EFL
teachers’ limited wait-time practice structures in and affects the
structuring of the unfolding classroom discourse with reference to
learners’ participation opportunities. Informed by the tenets of
conversation analysis, we have observed, videotaped, and transcribed
line-by-line 10 EFL teachers’ naturally-occurring classroom
interaction. Analyses of six episodes from the data suggest that
teachers’ seemingly inadvertent implementation of limited wait-time
tends to reduce learners’ interactional space. Moreover, it serves the
(dys)function of triggering those interactive practices whose
structuring diverts teacher talk from the major pedagogic goal, i.e.
increasing leaner participation. The findings of this study can be
analytically generalized to the theoretical model of communicative
competence. They can also help teachers on their way towards
developing their classroom interactional competence
خلاصه ماشینی:
"Alluding to the centrality of teachers’ role within learners' learning environment (Walsh, 2006), the current study aims at helping teachers further their general understanding in terms of ‘the architecture of classroom interaction’ and also acquire rather ‘microscopic understanding’ (van Lier, 2000a) of how their wait-time implementation links to the structure of classroom interaction and affects learners’ participation in the unfolding discourse.
As to the concern of the current research, those studies that investigated the effects of wait-time extension on teacher variable reported less teacher talk (Swift and Gooding, 1983; Tobin, 1986), fewer repeated verbal patterns (DeTure & Miller, 1985), asking fewer questions (Fagan et al.
ANALYSIS Meticulous and recurring inspections of the data revealed that the majority of the teacher participants of the study consistently provided their learners with limited wait-time whose implementation and affordance led to the emergence of an obstructive interactional pattern in their classroom interactions.
By knowing the nature of limited wait-time and its impact on the structure of classroom interaction, teachers can gain closer understandings of the relationship between pedagogic goal, language use and learning opportunity.
Extracts 1, 3, and 4 have demonstrated that the effectiveness of teachers’ ‘follow-up moves’, in the context of classroom interaction is negatively influenced by limited wait-time because its implementation makes teachers obsessed with filling in the gaps and keeping the flow of discourse smooth; that is why such teachers suffocate learner contributions, instead of shaping them, in their ‘F-moves’ through self-elaboration, self-answering, turn interruptions, turn completion, and echoing."