the present research aimed at investigating the interaction of the classroom talk to have a better understanding of the teachers’ practice teaching which can pave the way for reflection on teaching. the study benefitted from conversation analytic perspective to qualitatively and interpretively examine the classroom discourse of the teacher-learner interaction. the classroom talk was analyzed th...

The Center, established in 1987, initially focused on the teaching and learning of literature. In March 1996, the Center expanded its focus to include the teaching and learning of English, both as a subject in its own right and as it is learned in other content areas. ABSTRACT Despite substantial research on children's literacy performance outside school, relatively few studies have examined th...

An increasing number of researchers are studying discourse in order to understand classroom instruction. Based on social linguistics and activity theory, researchers have derived frameworks for breaking down discussion and identifying its structure and composition. These frameworks can be fairly easily utilized to analyze class instruction, because it is typically highly facilitated and/or well...

The current study investigated the role of discourse scaffolds embedded into vicarious learning environments in classroom learning. In the current study, one of three vicarious learning conditions with varying levels of discourse scaffolds preceded standard instruction on seven classroom days. An explanation condition included deep questions, course content and explanations. In a question condi...

this study examined naturally-occurring university classroom interactions at iranian universities and provided an analysis of silence patterns as politeness strategies used by male and female students. since empirical studies of silence in classroom settings are scarce, this paper aimed to explain such phenomena using participant interviews, classroom observation and detailed discourse analysis...

Multi-level analyses in a socially mediated middle school mathematics classroom reveal how intersubjectivity serves to structure and sustain the discourse while students collective solve a three-dimensional reasoning task. Speech events frequently exhibited co-occurrence of both positive and negative forms of intersubjectivity. This shows that interlocutors need not agree or converge on a singl...

The present research aimed at investigating the interaction of the classroom talk to have a better understanding of the teachers’ practice teaching which can pave the way for reflection on teaching. The study benefitted from conversation analytic perspective to qualitatively and interpretively examine the classroom discourse of the teacher-learner interaction. The classroom talk was analyzed th...