چکیده

Many studies have shown that silence and reticence in EFL learners present difficulties for teachers in the classrooms. However, since many teachers are not consciously aware of the reasons underlying learner reticence, they sometimes adopt the easiest option, e.g. they let them be. To address this pedagogically significant issue, this paper aims to examine whether the origin of learner reticence has to do with the sequential environment as jointly co-constructed by the teacher and the learners in the classroom, Data were collected through non-participant observation and recording. In the observation part, the researcher having identified the reticent EFL learner, took note of the kinds of activities the teachers used for different parts of their teaching activities. Transcriptions of the classroom interaction were subsequently prepared using the conventions of conversation analysis. Analyses of data indicated that the interactional space created by the teacher and learners was the main reason for EFL learners to be reticent in the classroom, that is, it was not a learner personality trait but derived from the sequential environment that the teachers created in their EFL classrooms. The findings of this study suggest that for improving the dynamics of classroom interaction teachers need to be consciously aware of the structure of the interaction that they co-construct in their classroom.

کليدواژه ها

reticence, silence, sequential environment, qualitative, conversation analysis

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Baqer Yaqubi , 1398 , Exploring the Origin of Learner Reticence in the EFL Classrooms , اولين کنفرانس بين المللي مطالعات زبان انگليسي