خلاصة:
Classroom learning consists of a variety of pedagogic relations including teachers and learners’ interactions, inclusions and exclusions of learners and evaluations. The purpose of this paper was to comprehensively examine the nature of these interactions using Rose (2014) pedagogic exchange model. The researchers qualitatively investigated the interactions of an experienced male EFL teacher with their students within their classrooms. The results revealed that the teacher acted and transmitted knowledge, included and excluded students, initiated, anticipated and responded. It was also found that the learners played a determining role in shaping pedagogic discourse. These results may have some implications for language teachers and teacher educators.
ملخص الجهاز:
Consequently, it is pertinent to examine how teachers and students establish their discourse while interacting and how that establishment figures vis-a' -vis the specific goals of the occasion that gathers the participants together in a classroom in the first place: teaching and learning.
g. Cullen, 2002; Jarvis & Robinson, 1997; Nassaji & Wells, 2000; Richards, 2006) have highlighted that classroom discourse is known by a command of teachers talk and students' obedience, and teachers putting forward questions in ways that appear to propagate these inequities.
are central questions to the language teaching profession and those who inform and shape it: Because schools are important sociocultural contexts, their classrooms, and more specifically, their discoursively formed instructional environments created through teacher-student interaction, are consequential in the creation of effectual learning environments and ultimately in the shaping of individual learners' language development.
In line with the questions posed by Young and Nguyen (2002) and Hall and Walsh (2002), this study tried to investigate the nature of actions and interactions among EFL learners' and their teachers in a foreign language classroom.
In classroom discourse, pedagogic relations are enacted as teacher/learner exchanges.
In classroom discourse, pedagogic relations are enacted as teacher/learner exchanges.
Both action and knowledge exchanges were observed in the discourse of the teacher with his students.
Xl. T: (the teacher distribute a handout among the students including a picture describing different time structures in English) Al: the teacher This is an example of action exchange occurring in classes regularly.