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Appraising Discourse Content of EFL Classrooms Through the Lens of Bakhtin’s Dialogic Discourse Pattern | ||
| Journal of Modern Research in English Language Studies | ||
| مقاله 2، دوره 6، شماره 1، اردیبهشت 2019، صفحه 78-51 اصل مقاله (807.31 K) | ||
| نوع مقاله: research paper | ||
| شناسه دیجیتال (DOI): 10.30479/jmrels.2019.10554.1322 | ||
| نویسندگان | ||
| Fatemeh Niknezhad Naeijabad؛ MohammadReza Khodareza* ؛ Davood Mashhadi Heidar | ||
| Department of English, Tonekabon Branch ,Islamic Azad University,Tonekabon,Iran | ||
| تاریخ دریافت: 08 اردیبهشت 1398، تاریخ بازنگری: 10 تیر 1398، تاریخ پذیرش: 22 تیر 1398 | ||
| چکیده | ||
| This study aims at appraising the discourse exchanges of English as a foreign language (EFL) teachers and learners from a critical standpoint to explore whether the turn-taking structures are dialogical in essence. To this end, the discourse exchanges of 12 classrooms were observed and digitally audiotaped during class interactions. At the same time, notes were taken and checklists were filled out to capture contextual features. The functions of each interaction were transcribed verbatim and then coded to uncover the initiation-response-feedback (IRF) patterns. The functions were identified by counting the number of occurrence of initiation move functions, type of elicitations, and follow-up move functions. The Chi-square tests, followed by a complementary interpretive approach, were run to determine the distribution of the IRF patterns and to analyze the class interactions. The findings indicated that the least frequent initiation move function was nominating and most frequent move function was in the form of display questions by the students. Additionally, teachers exposed a tendency toward closed and managerial questions in the classrooms. The teachers employed their follow-up moves to repeat, accept, and correct among the students in classrooms. This makes no room for the students to voice their ideas, to foster critical reflection, and to encourage transformative mode in a classroom. The findings suggest that dialogic teaching can involve learners in collaborative dialogue and empower them to be reflective learners. | ||
| کلیدواژه‌ها | ||
| Dialogic Teaching؛ Dialogic Discourse Pattern؛ Discourse Content؛ IRF؛ Monologic Discourse | ||
| عنوان مقاله [English] | ||
| تحلیل گفتمان کلاسهای آموزش زبان انگلیسی از منظر باختین | ||
| نویسندگان [English] | ||
| فاطمه نیک نژاد؛ محمدرضا خدارضا؛ داوود مشهدی حیدر | ||
| چکیده [English] | ||
| تحلیل گفتمان کلاسهای آموزش زبان انگلیسی از منظر باختین هدف تحقیق حاضر بررسی و تحلیل نقادانه ازگفتمان میان معلیمن و دانشجویان آموزش زبان انگلیسی با استفاده از الگوی مناظره گفتمان از منظر باختین می باشد. بدین منظور، گفتمان 12 کلاس درس آموزش زبان انگلیسی که به صورت طبیعی رخ داده، ضبط و سپس با بهره گیری از مدل آموزشی باختین مورد ارزیابی قرار گرفته است. جهت نیل به اهداف این تحقیق و افزایش کیفت داده ها در ارایه یک مدل واقعی محقق از ابتدا تا پایان جمع آوری داده ها در کلاس حضور داشته و از ابزارهای مختلف من جمله مشاهده، یادداشت برداری و چک لیست استفاده نموده است. سپس هر یک از جملات روی کاغذ پیاده شده و IRF Mode هر جمله با استفاده از یک الگوی برگفته از پیشنه تحقیق استخراج گردید تا مشخص شود چه اندازه تبادل گفتمان در کلاس درسی برگرفته از الگوی باختین بوده است. نتاج نشان داده است که سوالات Nominationو Display هر کدام به ترتیب کمترین و بیشترین تکرار را توسط دانشجویان داشته و معلمین هم تمایل به طرح سوالات closed و Managerial داشته اند. به عبارت دیگر، دانشجویان فضایی جهت ابراز عقاید خود در کلاس نداشته و جایی جهت تفکر انتقادی در مذاکرات وجود ندارد. نتایج تحقیق حاضر میتواند از جنبه آموزشی برای اساتید دانشجویان و سیاستگذاران آموزش زبان انگلیسی مفید باشد با این نکته که فرایند دیالکتیک وگفتمان در کلاس می تواند نقش دانشجو را از یک زبان آموز غیر فعال به یک زبان آموز فعال و نقاد تغییر دهد | ||
| کلیدواژه‌ها [English] | ||
| آموزش بر مبنای دیالکتیکی, گفتمان دیالکتیکی, گفتمان کلاسی, شروع ادامه و خاتمه مذاکره, گفتمان یک طرفه | ||
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