نمایش مختصر رکورد

dc.contributor.authorAmiri, Mansoorehen_US
dc.contributor.authorKeyhanpour, Saharen_US
dc.contributor.authorAmiri, Zahraen_US
dc.date.accessioned1402-06-02T20:00:59Zfa_IR
dc.date.accessioned2023-08-24T20:01:04Z
dc.date.available1402-06-02T20:00:59Zfa_IR
dc.date.available2023-08-24T20:01:04Z
dc.date.issued2023-06-01en_US
dc.date.issued1402-03-11fa_IR
dc.date.submitted2022-06-26en_US
dc.date.submitted1401-04-05fa_IR
dc.identifier.citationAmiri, Mansooreh, Keyhanpour, Sahar, Amiri, Zahra. (2023). A Comparative Study of Novice and Experienced Iranian EFL Teachers with Respect to Classroom Interactional Competence and Development of Communicative Language Teaching. Iranian Journal of Comparative Education, 6(2), 2496-2519. doi: 10.22034/IJCE.2023.348138.1414en_US
dc.identifier.issn2588-7270
dc.identifier.issn4989-2676‬
dc.identifier.urihttps://dx.doi.org/10.22034/IJCE.2023.348138.1414
dc.identifier.urihttps://journal.cesir.ir/article_173489.html
dc.identifier.urihttps://iranjournals.nlai.ir/handle/123456789/1023214
dc.description.abstractCommunicative language teaching (CLT), as an approach of English language teaching (ELT), has been evidenced to provide opportunities for learners' participation through putting interaction at the center of language teaching and learning. However, few studies to date have investigated how EFL teachers' capability in applying CLT can be developed in the classroom contexts. To fill up this gap, a teacher education program (TEP), based on the strategies of classroom interactional competence (CIC), was implemented with two experienced and two novice EFL teachers serving as participants. To do this, initially sixteen hours of video- and audio-recorded data of the participants were analyzed to identify the samples in which they neglected the opportunity for CLT. Then, instructional sessions according to CIC strategies were dialogically held by the teacher educator with each of the teachers, during which the teacher educator attempted to expand teachers' insight into the strategies they adopted to apply CLT. After instructional sessions, the analysis of the recorded data demonstrated novice and experienced EFL teachers' noticeable progress in CLT implementation at different levels. Moreover, the findings indicated that EFL teachers applied a variety of CIC strategies in the classroom contexts.en_US
dc.format.extent859
dc.format.mimetypeapplication/pdf
dc.languageEnglish
dc.language.isoen_US
dc.publisherComparative Education Society of Iran ( CESIR)en_US
dc.publisherانجمن آموزش و پرورش تطبیقی ایرانfa_IR
dc.relation.ispartofIranian Journal of Comparative Educationen_US
dc.relation.ispartofفصلنامه ایرانی آموزش و پرورش تطبیقیfa_IR
dc.relation.isversionofhttps://dx.doi.org/10.22034/IJCE.2023.348138.1414
dc.subjectCommunicative Teachingen_US
dc.subjectConversation Analysisen_US
dc.subjectExperienced Teacheren_US
dc.subjectInteractional Competenceen_US
dc.subjectNovice Teacheren_US
dc.titleA Comparative Study of Novice and Experienced Iranian EFL Teachers with Respect to Classroom Interactional Competence and Development of Communicative Language Teachingen_US
dc.typeTexten_US
dc.typeOriginal Articleen_US
dc.contributor.departmentAssistant Professor, ELT Department, Faculty of Humanities, Lorestan University, Khorramabad, Iranen_US
dc.contributor.departmentMA in TEFL, Faculty of Humanities, Lorestan University, Khorramabad, Iranen_US
dc.contributor.departmentMA in TEFL, Faculty of Humanities, Lorestan University, Khorramabad, Iranen_US
dc.citation.volume6
dc.citation.issue2
dc.citation.spage2496
dc.citation.epage2519
nlai.contributor.orcid0000-0003-4150-5032


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