ارسل ملاحظاتك

ارسل ملاحظاتك لنا







Teachers’ Classroom Interactional Competence: An Analysis in Micro-Contexts of Teacher-Class Interaction

المصدر: المجلة الجزائرية للترجمة واللغات
الناشر: جامعة وهران 2 محمد بن أحمد - كلية اللغات الأجنبية
المؤلف الرئيسي: Aziz, Asma (Author)
مؤلفين آخرين: Arar, Samira (Co-Author)
المجلد/العدد: مج6, ع1
محكمة: نعم
الدولة: الجزائر
التاريخ الميلادي: 2024
الشهر: جوان
الصفحات: 330 - 348
ISSN: 2710-7922
رقم MD: 1480144
نوع المحتوى: بحوث ومقالات
اللغة: الإنجليزية
قواعد المعلومات: AraBase
مواضيع:
كلمات المؤلف المفتاحية:
Classroom Interactional Competence | Classroom Interaction | Teacher Talk | Selfevaluation of Teacher Talk | Conversation Analysis
رابط المحتوى:
صورة الغلاف QR قانون
حفظ في:
LEADER 02463nam a22002297a 4500
001 2223666
041 |a eng 
044 |b الجزائر 
100 |9 785253  |a Aziz, Asma  |e Author 
245 |a Teachers’ Classroom Interactional Competence:  |b An Analysis in Micro-Contexts of Teacher-Class Interaction 
260 |b جامعة وهران 2 محمد بن أحمد - كلية اللغات الأجنبية  |c 2024  |g جوان 
300 |a 330 - 348 
336 |a بحوث ومقالات  |b Article 
520 |b Creating learning opportunities depends to a greater extent on classroom interaction, in which learning is maximised when teachers demonstrate classroom interactional competence (CIC). This article investigates how EFL Algerian teachers manifest CIC in the co-construction of talk-in- interaction. It addresses three core objectives: firstly, it examines teachers' use of mode-convergent language. Secondly, it analyses the interactional resources deployed by teachers to manage creating interactional space. Finally, it identifies the ways teachers shape their learners’ contributions. A qualitative research was adopted, and the data were collected through the use of video-recording and field notes at a private language institute in Sétif, Algeria. The findings revealed that teachers manifested CIC in different classroom micro-contexts but failed, in many occasions, to use mode-convergent language and to provide interactional space in the “Classroom Context” mode. To shape learners’ contributions, the findings uncovered the use of a range of interactional resources. However, differing from previous studies, the findings unveiled the use of humour as a resource that stimulated students’ further engagement in the discourse. Implications to teacher education are discussed as well. 
653 |a الكفاءة التفاعلية  |a عملية الإبداع  |a البحث النوعي  |a اللغة الإنجليزية 
692 |b Classroom Interactional Competence  |b Classroom Interaction  |b Teacher Talk  |b Selfevaluation of Teacher Talk  |b Conversation Analysis 
700 |9 502378  |a Arar, Samira  |e Co-Author 
773 |4 اللغة واللغويات  |6 Language & Linguistics  |c 027  |e Algerian Translation and Languages Journal  |f Altralang journal  |l 001  |m مج6, ع1  |o 2458  |s المجلة الجزائرية للترجمة واللغات  |v 006  |x 2710-7922 
856 |u 2458-006-001-027.pdf 
930 |d y  |p y  |q n 
995 |a AraBase 
999 |c 1480144  |d 1480144 

عناصر مشابهة