Iranian EFL Classroom Discourse: the Case of Teachers' and Students' Functions in Their Talk and Code-switching

Abstract

Most of studies on classroom discourse showed that a significant part of learning second language (L2) takes place in the classroom. The present study deals with the notion that L2 learning is a social process based on the zone of proximal development theory of Vygotsky where learning takes place under guidance and assistance (Vygostky, 1978). A teacher can propose a social and linguistic setting in a classroom. The contribution from the teacher and the output from the students can serve as a rich material for acquisition of language. The present study examines the problems of failure of many Iranian students for communicating in English fluently and accurately. To this end, this research investigates the patterns of teacher-student interaction in intermediate EFL (English as a Foreign Language) levels in Safir Language Institute. The examination of classroom talk demonstrates that restricted (one-way) correspondence dominants in the lessons with the teachers driving teacher-fronted talk and students tuning in and then either rehashing after the teacher or reacting quickly. While the students are occupied with discussion, they are asked basically comprehension, consent or instructive (language structure and vocabulary) questions. In addition, an exploration of the teachers’ and students’ verbal practices demonstrates frequent code-switching usage.