چکیده:
Adopting the ecological view of research amalgamated with a combination of Conversation Analysis (CA), Cluster Analysis (CL), and a dynamic and variable approach in analyzing classroom talk, this study investigated the interactional architecture of two discoursaly occluded interactional moves of EFL classrooms: the opening and the closing. To do so, 60 EFL classrooms at different proficiency levels were selected. Each classroom recording lasted 1.5 hours, totally comprising a 100-hour classroom corpus. From each class, the two phases of the beginning and the end of the session were targeted and the talks of teachers were analyzed. The results revealed that teachers had several interactional microactions which were counted as the submoves of starting a class and terminating moves. To start a class, teachers were observed to have several interactional strategies such as (a) greeting, (b) name calling, (c) asking reason for absences, and (d) checking the assigned homework and for the terminating a class have other interactional moves such as (a) giving assignment, (b) briefing of the next session plan, (c) stating attitude about the session, and (d) saying only farewell. In closing the class move, seven combinations of submoves were discovered as well. It can be concluded that, despite the gap in the literature on classroom discourse vis-à-vis these discoursal moves, the results indicate that both opening and closing the class moves have complex interactional architecture when they are investigated through microanalytic perspectives like CA, CL, and dynamic and variable approach.
خلاصه ماشینی:
"Discoursal Structure of Class Opening and Closing in EFL Teachers' Talk: A Conversational Analytic Perspective 1 Zia Tajeddin Professor of Applied Linguistics, Allameh Tabataba’i University Hessamaldin Ghanbar PhD Candidate in TEFL, Allameh Tabataba’i University Abstract Adopting the ecological view of research amalgamated with a combination of Conversation Analysis (CA), Cluster Analysis (CL), and a dynamic and variable approach in analyzing classroom talk, this study investigated the interactional architecture of two discoursaly occluded interactional moves of EFL classrooms: the opening and the closing.
Table 1 The submoves of opening the class move in the EFL classroom Submove Frequency Greeting Constant Name calling Constant Asking reason for the absences 37 Checking the assigned homework 24 Checking last session topics + Reviewing 47 Giving brief explanations about the current session plan 27 / Figure 1.
Table 2 The Submoves of Closing the Class Move in the EFL Classroom Submove Frequency Giving the assignments 28 Reminding students to do the assignments 12 Appreciation of the students’ presence 15 Teachers’ briefing of the next session plan 30 Teachers’ confirmation of students’ having questions no problems or questions 6 Teachers' stating attitude about the session 6 Eliciting students’ opinion about the session 7 Saying only farewell 9 Teachers' explanation on what has been done in the session 7 / Figure 2.
The wide range of different talk strategies such as name calling, checking homework, briefing of the current session plan, and asking reasons of absences for opening up a class indicates that in addition to analyzing classroom discourse to find out how interaction affects acquisition, L2 classroom interaction studies need to consider how social relationships in the classrooms orchestrate what is made available for learning and how this learning is done."