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A Functional Analysis of EFL Classroom Talk: The Case of Experience

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Title: A Functional Analysis of EFL Classroom Talk: The Case of Experience
Language: English
Authors: Mohamed Reza Farangi (ORCID 0000-0001-5481-7815), Naser Rashidi (ORCID 0000-0003-4898-5243), Abolfazl Sanjarani (ORCID 0000-0002-5815-2766)
Source: MEXTESOL Journal. 2024 48(1).
Availability: MEXTESOL Journal. Bernardo Couto 48, Col. Cuauhtemoc, Alcadía Cuauhtemoc, Ciudad de Mexico, 06880, Mexico. Tel: +55-55-66-87-49; e-mail: mextesoljournal@gmail.com; Web site: http://www.mextesol.net/journal/
Peer Reviewed: Y
Page Count: 13
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Descriptors: Classroom Communication, English (Second Language), Second Language Learning, Second Language Instruction, Grammar, Females, Experienced Teachers, Beginning Teachers, Language Teachers, Comparative Analysis, Connected Discourse, Language Usage, Discourse Analysis, Questioning Techniques, Foreign Countries
Geographic Terms: Iran
ISSN: 2395-9908
Abstract: This study investigated EFL classroom talk using Halliday and Matthiessen's (2013) meta-functions framework. Four female participants, including two experienced and two inexperienced teachers, taught similar grammar subjects to their intact classes. Classes were video-recorded and transcribed by the researchers. The meta-functions included topical themes, multiple themes, theme markedness and theme patterning. The results demonstrated differences between the experienced and inexperienced teachers' discourse on the use of simple themes, multiple themes, marked themes, and theme patterning. The total number of simple themes used by the inexperienced teachers was higher than their experienced colleagues, except for the interrogative clauses. However, the experienced teachers used more interpersonal and textual themes. In addition, patterns of theme development were found to be different in discourses of experienced and inexperienced teachers. The researchers concluded that the experienced teachers' talk was more cohesive, elaborated, and systematic. Moreover, it was shown that experience can play an important role in shaping language teachers' talk and theme/rheme distinction can be used as an effective tool to investigate the nature of it. Several implications concerning various stakeholders are provided at the end.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1420619
Database: ERIC
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  Data: A Functional Analysis of EFL Classroom Talk: The Case of Experience
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  Data: <searchLink fieldCode="AR" term="%22Mohamed+Reza+Farangi%22">Mohamed Reza Farangi</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5481-7815">0000-0001-5481-7815</externalLink>)<br /><searchLink fieldCode="AR" term="%22Naser+Rashidi%22">Naser Rashidi</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4898-5243">0000-0003-4898-5243</externalLink>)<br /><searchLink fieldCode="AR" term="%22Abolfazl+Sanjarani%22">Abolfazl Sanjarani</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5815-2766">0000-0002-5815-2766</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22MEXTESOL+Journal%22"><i>MEXTESOL Journal</i></searchLink>. 2024 48(1).
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  Data: MEXTESOL Journal. Bernardo Couto 48, Col. Cuauhtemoc, Alcadía Cuauhtemoc, Ciudad de Mexico, 06880, Mexico. Tel: +55-55-66-87-49; e-mail: mextesoljournal@gmail.com; Web site: http://www.mextesol.net/journal/
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  Data: 13
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  Data: <searchLink fieldCode="DE" term="%22Classroom+Communication%22">Classroom Communication</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Grammar%22">Grammar</searchLink><br /><searchLink fieldCode="DE" term="%22Females%22">Females</searchLink><br /><searchLink fieldCode="DE" term="%22Experienced+Teachers%22">Experienced Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Beginning+Teachers%22">Beginning Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Teachers%22">Language Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Connected+Discourse%22">Connected Discourse</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Usage%22">Language Usage</searchLink><br /><searchLink fieldCode="DE" term="%22Discourse+Analysis%22">Discourse Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Questioning+Techniques%22">Questioning Techniques</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Iran%22">Iran</searchLink>
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  Data: 2395-9908
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study investigated EFL classroom talk using Halliday and Matthiessen's (2013) meta-functions framework. Four female participants, including two experienced and two inexperienced teachers, taught similar grammar subjects to their intact classes. Classes were video-recorded and transcribed by the researchers. The meta-functions included topical themes, multiple themes, theme markedness and theme patterning. The results demonstrated differences between the experienced and inexperienced teachers' discourse on the use of simple themes, multiple themes, marked themes, and theme patterning. The total number of simple themes used by the inexperienced teachers was higher than their experienced colleagues, except for the interrogative clauses. However, the experienced teachers used more interpersonal and textual themes. In addition, patterns of theme development were found to be different in discourses of experienced and inexperienced teachers. The researchers concluded that the experienced teachers' talk was more cohesive, elaborated, and systematic. Moreover, it was shown that experience can play an important role in shaping language teachers' talk and theme/rheme distinction can be used as an effective tool to investigate the nature of it. Several implications concerning various stakeholders are provided at the end.
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  Data: EJ1420619
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
    Subjects:
      – SubjectFull: Classroom Communication
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: Grammar
        Type: general
      – SubjectFull: Females
        Type: general
      – SubjectFull: Experienced Teachers
        Type: general
      – SubjectFull: Beginning Teachers
        Type: general
      – SubjectFull: Language Teachers
        Type: general
      – SubjectFull: Comparative Analysis
        Type: general
      – SubjectFull: Connected Discourse
        Type: general
      – SubjectFull: Language Usage
        Type: general
      – SubjectFull: Discourse Analysis
        Type: general
      – SubjectFull: Questioning Techniques
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Iran
        Type: general
    Titles:
      – TitleFull: A Functional Analysis of EFL Classroom Talk: The Case of Experience
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            NameFull: Mohamed Reza Farangi
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            NameFull: Naser Rashidi
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            NameFull: Abolfazl Sanjarani
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              Type: published
              Y: 2024
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