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Hameed, Zeena, Allami, Hamid, tajeddin, Zia. (1403). Iraqi Novice vs. Experienced EFL Teachers’ Beliefs about Classroom Interactional Competence. لسان مبین, (), -. doi: 10.30479/jmrels.2024.20179.2355
Zeena Hameed; Hamid Allami; Zia tajeddin. "Iraqi Novice vs. Experienced EFL Teachers’ Beliefs about Classroom Interactional Competence". لسان مبین, , , 1403, -. doi: 10.30479/jmrels.2024.20179.2355
Hameed, Zeena, Allami, Hamid, tajeddin, Zia. (1403). 'Iraqi Novice vs. Experienced EFL Teachers’ Beliefs about Classroom Interactional Competence', لسان مبین, (), pp. -. doi: 10.30479/jmrels.2024.20179.2355
Hameed, Zeena, Allami, Hamid, tajeddin, Zia. Iraqi Novice vs. Experienced EFL Teachers’ Beliefs about Classroom Interactional Competence. لسان مبین, 1403; (): -. doi: 10.30479/jmrels.2024.20179.2355

Iraqi Novice vs. Experienced EFL Teachers’ Beliefs about Classroom Interactional Competence

Journal of Modern Research in English Language Studies
مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 02 تیر 1403
نوع مقاله: Research Paper
شناسه دیجیتال (DOI): 10.30479/jmrels.2024.20179.2355
نویسندگان
Zeena Hameed1؛ Hamid Allami* 2؛ Zia tajeddin3
1Department of ELT, Faculty of Humanities, Tarbiat Modares University
2Department of English Language Teaching, Faculty of Humanities, Tarbiat Modares University
3Tarbiat Modarres university
تاریخ دریافت: 21 فروردین 1403،  تاریخ بازنگری: 22 خرداد 1403،  تاریخ پذیرش: 02 تیر 1403 
چکیده
Classroom interaction is the result of interplay of complex feelings and varying ideas and thoughts between the students and the teacher. As a major player, the L2 teacher can deploy different interactional resources to promote classroom interaction. Their decision to do so depends partly on their beliefs about the role of interaction in developing second language competence. To explore novice and experienced Iraqi EFL teachers’ knowledge and experience of classroom interaction and its practical components, in-depth interview data were obtained from ten high school English teachers. The data were transcribed and analyzed through deductive content analysis. The findings revealed that while both novice and experienced teachers believed in the promotion of classroom interaction, their conceptions of the adoption and practice of interactional resources varied. The findings underscore the need for L2 teacher education that equips teachers with the necessary knowledge and skills to effectively implement interactional competence in their classrooms.
کلیدواژه‌ها
Experienced teacher؛ Interactional competence؛ Iraq؛ Novice teacher؛ Teacher’s belief
آمار
تعداد مشاهده مقاله: 49


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