UNIVERSIDAD DE LAS FUERZAS ARMADAS-ESPE

LINGÜÍSTICA APLICADA AL IDIOMA INGLÉS

TUTOR: MSC. NESTOR BONILLASTUDENT: MACHISACA CARCHIPULLA JUDITHSUBJECT: ENGLISH TEACHING METODOLOGYTHEME : ANALYZING PATTERNS OF CLASSROOM

Discurse Analysis and classroom interaction

Discurse Analysis

It involves look at both language form and language

functions that are

SPOKEN INTERACTIONconcerned with language usebeyond the

boundaries .

WRITTEN TEXTS Interpretation and understanding of

different texts

This adopt an etic or external perspective on human

behavior point out.

The etic viewpoint studies behavior as from

outside of a particular system.

Eternal essential initial approach to an alien system.

It is the study of language in use

Discurse Analysis and classroom interaction

Discurse Análisis Is used to refer mainly to thelinguistic analysis of naturally

occurring speech.

The interaction which goes on in EFL classrooms

The approachto be adopted and

analyze the classroom discourse

That functions of a language in terms

of the linguistic

Which involves analyzing naturally occurring

speech linguistically, by taking an etic perspective

Discurse Analysis and classroom interactionThe effects of gender

on Classroom discourse

Gender had a role to play

The interaction patternsTeachers and

students

Male and female students produced

nearly equal amounts of talk in

pair

Theoretical Framework of the Study

Three partexchange as an organizational unit of conversation.

Basic organizational unit of conversation is a potentially such as:

Including an Initiation, Response and Follow-up

Using authentic and naturally occurring data The analysis of conversational data

New insights into the sequencing of patterns of

interaction.

FRAMEWORKMake a systematic analysis of

the data. Objective descriptive tool

OBJECTIVE AND RESEARCH QUESTIONSThe study

is conducted to provide a detailed Linguistic

Description.

The patterns, teachers, students

interaction in classroom

in EFL in Iran

QUESTIONS

What are the predominant patterns

of classroom interaction between

teachers and students in EFL

classrooms in Iran?

Are the interaction

teacher- dominated ,

students dominated?

How are such patterns affected

by genders.?

The present study included 16 teachers , 8 female and 8 male of intermediate levels.

The classes were single-gender, either boys or girls,

By male teachers and girls by female ones. Each teacher had several years of teaching experience.

1.-Covering homework material,2.-Teaching grammatical points, reading passage, vocabulary items or a conversation 3.-Listening to a text, either as a whole-class activity or as a pair work.

In total, 20 classes (12 female and 8 male

teachers) were observed .

Data collection, coming upwith almost 28 hours of classroom interaction. Therefore ,Each class

period envolved either

Each class lasted about one hour and forty-five minutes

Data collection

Data Análisis

Procedure

Analyzingthe data based on

framework, the

researchers faced someProblems.

1) Observed in the teacher’s talk were such utterances as ‘you’, ‘yes?’, or a

pupil’s 2)Some

categories were too general to depict subtle

distinctions in the patterns of classroom interaction

The subcategories classified under the categories

Elicit’ and ‘Evaluate’positive and

negative categories

Data Análisis Procedure

To identify the breakdowns in the

interaction between the

teachers and the students.

Category ‘Repair’ borrowed from Conversation

Analysts to the initial framework

The final framework to be used in the

analysis of Teacher-Student talk was

identified

The finalframework used in analyzing the

data

Conversation Analysts and added to the framework proposed

Results

The dominant patterns of classroom interaction

The interaction patterns between

students and teachers

The patterns of interaction between the students and the teachers showed variation

The Predominant Patterns of Classroom Interaction between the Participants

The Results of the Effect of Gender of the Teachers and

theStudents on their

Interaction Patterns

The differences between male and

female teachers and male and female

students

Both male and female students

madeuse of the same discourse acts.

Male and female students in the way that they interacted

withtheir teachers.

Elicit inform

The interaction patterns between the students, and

teachers were dominated this is

positive

DISCUSSION, CONCLUSION, AND

IMPLICATION

The present study the interaction which was investigated took place between either girls and boys

It is necessary for the teachers to reorganize the activities that can foster more interaction in the classroom,

This end, that They should try to incorporate activities and tasks in the books which would provoke more genuine communication’ between teachers and students.

DA methodology to the analysis of the interaction taking place between the teachers and the students in EFL classrooms in Iran,

AUTHORS

Nasser Rashidi is presently the academic member of the Department of Foreign Languages and Linguistics at Shiraz University.Mahshid Rafieerad has got her MA in TEFL from Shiraz University. Her areas of interest are: Discourse Analysis and Language Teaching.

REFERENCES

Allwright, R. L. (1980). Turns, topics, and tasks: Patterns of participation in languagelearning and teaching. In D. Larsen-Freeman (Ed.), Discourse analysis insecond language research (pp.165-187). Rowley, MA: Newbury House.Li, Q. (n.d.). Interaction and communication: An examination of gender differences inelementary student mathematics and science learning using CMC. RetrievedMay 24, 2008 from http://www.ucalgary.ca/~qinli/publication/g_lf_2study. html.Tsui, A. B. (2001). Classroom interaction. In R. Carter and D. Nunan (Eds.), TheCambridge guide to teaching English to speakers of other languages (pp. 120-125). Cambridge: Cambridge University Press.www.asiatefl.org/main/download_pdf.php?i=161&c