TY - JOUR ID - 10215 TI - "But let me talk": An Investigation into Teachers' Interaction Patterns in EFL Classrooms JO - Issues in Language Teaching JA - ILT LA - en SN - 2322-3715 AU - Vahdat, Sedigheh AU - Choubsaz, Yazdan AU - Arizavi, Saleh AD - English Language and Literature Department, Shahid Chamran University of Ahvaz AD - Department of English, Faculty of Letters and Humanities, Shahid Chamran University of Ahvaz, Ahvaz, Iran Y1 - 2018 PY - 2018 VL - 7 IS - 1 SP - 57 EP - 85 KW - prospect creation KW - prospect blocking KW - learners' involvement KW - classroom interaction DO - 10.22054/ilt.2019.37983.355 N2 - Drawing on Walsh's (2012) idea that boosting learners' contribution and interaction can play a key role in their foreign language learning, this mixed-methods study tried to cast some light on the ways by which teachers, via their choice and use of language, create or block learners' contribution in direct interactions in the classroom. A total of 800-minute recordings of 10 teachers' talks and their learners' in English as a Foreign Language (EFL) classes were studied utilizing a Conversation Analysis methodology. The interaction patterns identified in the recordings suggest that teachers could manipulate their talk either to facilitate or obstruct learners' involvement by the inserted turns they take. The findings of the study indicate that the teachers need to minimize their interventions while the learners taking their turns, and instead pave the way for a more interactive discourse. In addition, a 'listening culture' in the classrooms should be encouraged in order to create opportunities for more classroom interactive talk. A number of implications for teachers and teacher trainers are also given. UR - https://ilt.atu.ac.ir/article_10215.html L1 - https://ilt.atu.ac.ir/article_10215_aaacf0d6be01a98a422dcef83d4ede4e.pdf ER -