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Teachers’ Discourse Identities and Learners’ Participation Opportunities in EFL Classroom Interaction : A Conversation Analytic Study

첫 페이지 보기
  • 발행기관
    아시아영어교육학회 바로가기
  • 간행물
    The Journal of AsiaTEFL SCOPUS KCI 등재 바로가기
  • 통권
    Vol.17 No.4 (2020.12)바로가기
  • 페이지
    pp.1178-1192
  • 저자
    Sedigheh Karimpour, Zahra Zoleikani, Khadije Aqajani Delavar
  • 언어
    영어(ENG)
  • URL
    https://www.earticle.net/Article/A389297

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원문정보

초록

영어
Identity has received a surge of theoretical and empirical attention within the past decades. A body of research on teacher identity mainly involved the feelings, beliefs, experiences and emotions of language teachers, which construct their professional identity. However, few studies (Antaki, 2012; Richards, 2006; Zimmerman, 1998) have investigated dynamic identities embodied through talk-in-interaction, and more particularly in EFL contexts. Using conversation analysis (CA) as situated within a socio-cultural approach, this study intended to investigate EFL teachers’ identity as is constructed in classroom interactions. In this regard, using observations and video-recordings, three EFL teachers’ naturally-occurring classroom interactions have been transcribed in detail. Data analyses revealed that teachers and learners construct and display different levels of identity in their talk (Zimmerman, 1998). Nominating the students and entering them in question-answer sequence along with the subsequent questions, learners display their transportable identity. While learners produce transportable identity, they can significantly construct more talk and longer turns which may enhance their learning opportunity.

목차

Abstract
Introduction
Literature Review
Teacher Identity and Second Language Education
Identity and Interaction
Yes/No Questions and Preference Organization
Research Purpose
Research Questions
Method
Results
Micro Analysis of the Extracts Based on Preference Organizations
Discussion and Conclusion
Acknowledgments
The Authors
References
Appendix

키워드

classroom interaction sociocultural theory conversation analysis interactional identities participation

저자

  • Sedigheh Karimpour [ Mazandaran University of Medical Sciences, Iran ]
  • Zahra Zoleikani [ University of Mazandaran, Iran ]
  • Khadije Aqajani Delavar [ Kharazmi University, Iran ]

참고문헌

자료제공 : 네이버학술정보

간행물 정보

발행기관

  • 발행기관명
    아시아영어교육학회 [Asia TEFL]
  • 설립연도
    2004
  • 분야
    사회과학>교육학
  • 소개
    The goals of Asia TEFL are to promote scholarship, disseminate information, and facilitate cross-cultural understanding among persons concerned with the teaching and learning of English in Asia. In order to accomplish this, Asia TEFL will pursue the following goals: 1. To link ELT professionals in joint research on issues and concerns regarding English teaching and learning in the Asian context. 2. To publish an academic journal, The Asia TEFL Journal, as an internationally recognized journal in the field of English language teaching. 3. To host conferences and seminars addressing important issues concerning ELT in Asia. 4. To develop proficiency guidelines and assessment methods designed for the needs of the Asian context. 5. To develop programs for Asian learners and teachers of English to build their English language proficiency and cultural understanding and provide them with the skills required to be efficient English teaching professionals.

간행물

  • 간행물명
    The Journal of AsiaTEFL
  • 간기
    계간
  • pISSN
    1738-3102
  • eISSN
    2466-1511
  • 수록기간
    2004~2026
  • 등재여부
    SCOPUS,KCI 등재
  • 십진분류
    KDC 740 DDC 420

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