Exploring EFL Teachers’ Classroom Interactional Awareness at the Tertiary Level

Dine, Radia; Menezla, Nadia

مجلة العلوم النفسية والتربوية
Volume 6, Numéro 1, Pages 268-281
2020-03-01

Exploring Efl Teachers’ Classroom Interactional Awareness At The Tertiary Level

Authors : Dine Radia . Menezla Nadia .

Abstract

Interaction is a vital construct in the social fabric of the classroom. The ability to instigate, maintain and foster such an endeavor is a necessity that researchers and practitioners are constantly seeking to promote. In this regard, developing a Classroom interactional competence lies at the heart of fostering a dialogic pedagogy. The latter is a prerequisite in the learner-centered teaching/learning trend. Nevertheless, research in this field is often regarded on grounds that Classroom Interactional Competence is a byproduct of classroom ethos. The present research aims at investigating teachers’ Classroom interactional competence in the Algerian context. To this end, three university teachers constituted the research subjects. Accordingly, a qualitative approach was opted for: a/Classroom Observation in which data was analyzed according to Walsh SETT (Self Evaluation of Teacher Talk). Furthermore, a teachers’ interview was conducted with the selected teachers for the sake of obtaining a deeper understanding of their schemata and attitudes regarding Classroom Interactional Competence. Results showed a discrepancy between teachers’ attitudes and practices