Classroom discourse: Analyzing teacher/learner interactions in Iranian EFL task-based classrooms

Abstract

Teaching English in an EFL context involves certain difficulties. The most important is how to prepare learners to use the English language so as to be able to participate in conversations inside and outside the class. Six classes at intermediate level (nine hours) were video and audio-taped in their entirety. The study explored recurring patterns of questioning behavior and their interactive effects were observed through non-participant observation. The findings of this study indicated that Display questions were used by the teachers more frequently than Referential questions. Also, it was concluded that NOT all Referential questions could create enough interaction.