أطراس
Volume 6, Numéro 2, Pages 168-190
2025-07-15

Questioning Classroom Interaction From A Conversation Analysis Perspective: The Case Of Third Year Undergraduate Efl Learners Of Jijel University



Authors : Chioukh Chioukh .

Abstract

The present study comes as an attempt to scrutinize classroom interaction as a jointly constructed process. It also aims at casting light on the mechanisms of classroom interaction that is generated through teacher talk and learners’ language. The study is based on the assumption that the more Algerian EFL University teachers of speaking involve their learners verbally in the construction of classroom discourse through addressing a variety of questions and feedback, the more successful classroom interaction might be, and more turns and adjacency pair parts might be generated by learners. To fulfil the aim of the study, a descriptive research paradigm was adopted through the implementation of Conversation Analysis (CA) to capture the dynamics of classroom interaction marking speaking classes. To this end, two classes of speaking, each comprising 25 (i.e., 50 out of 210) third-year undergraduate students taught by two different teachers were involved. The study attempts to ponder the extent to which discourse produced in the two different classroom contexts is interactive. The results showed that classroom interaction was more prompted in accordance with the types of questions, directed feedback, and learners’ taking turns. Moreover, the results demonstrated that the structure of classroom interactional mechanisms is characterized by the Initiation-Response-Follow up pattern, making it a very rigid interactional process. .

Keywords

Classroom interaction, Conversation Analysis, Discourse, Learners’ Language, Teacher Talk

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