Exploring Oral Mediation in a Teacher's Interaction with EFL Learners: A Socio-Cultural Perspective

Autor/inn/en	Ebadi, Saman; Hatami, Behnaz
Titel	Exploring Oral Mediation in a Teacher's Interaction with EFL Learners: A Socio-Cultural Perspective
Quelle	In: Journal on English Language Teaching, 8 (2018) 1, S.18-29 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2231-3338
Schlagwörter	English (Second Language); Second Language Instruction; Interaction; Teacher Student Relationship; Females; Help Seeking; Foreign Countries; Language Teachers; Intervention; Teacher Role; Young Adults; Video Technology; Oral Language; Teacher Behavior; Iran + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Interaktion; Teacher student relationships; Lehrer-Schüler-Beziehung; Weibliches Geschlecht; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Ausland; Language teacher; Sprachunterricht; Lehrerrolle; Young adult; Junger Erwachsener; Oral interpretation; Mündlicher Sprachgebrauch; Teacher behaviour; Lehrerverhalten
Abstract	This qualitative study framed within socio-cultural theory explored a teacher's oral mediation in her classroom interactions with English as a Foreign Language (EFL) learners. It investigated the teacher's mediation time on the basis of the classification of proactive, reactive, and ongoing mediation, her mediation types were also analyzed based on implicit and explicit mediation. The participants included six female advanced EFL learners and their teacher participated in four videotaped sessions of the classroom interactions. They were interviewed regarding the mediation time and type, and then the teacher was interviewed using stimulated recall protocol. Observation, field-notes, and analysis of the videos were carried out by one of the researchers, too. The results indicated that student hints for receiving help from their teacher in classroom interactions were the best representative of the suitable time for proactive mediation. Furthermore, an increase in the students' hints for receiving more help would change the type of mediation from implicit to explicit. These findings highlighted the importance of teachers' mediations in learners' language development and their contributions to classroom discourse research. (As Provided).
Anmerkungen	i-manager Publications. 3-343 Hill View, Town Railway Nagar, Nagercoil 629001, Tamil Nadu, India. Tel: +91-4652-276675; e-mail: info@imanagerpublications.com; Web site: http://www.imanagerpublications.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01