چکیده

This study adopts a discourse analysis approach to explore the relationship between the ratings teachers receive from their students and their discourse behaviors in an EFL context. Two Iranian teachers of EFL were selected based on their student ratings as high- and low-rated teachers. Then, each were audio-recorded and transcribed for a total of 90 minutes during the course of basic reading comprehension in University of Isfahan, Iran. Data were both quantitavely and qualitatively coded and analysed in accordance with Yang s (2010) model of EFL classroom discourse within the SFL (systemic function linguistics) in terms of interpersonal, ideational, and textual meta-functions. Teachers discourse behavior analysis explained what teachers say, how these meanings are realized in lexicogrammatical forms, and how they construct patterns of interaction, teacher-student relations, and classroom ambience. In fact, different discourse features of two high- and low-rated teachers suggested that EFL teachers behavior can involve a fruitful interaction among students and construct a friendly atmosphere and moreover, construct a friendly atmosphere and an appropriate level of difficulty to direct students attention to percieve an effective teaching.

کليدواژه ها

Discourse behavior, EFL teachers, High- and low-rated teacher, Systemic function linguistics (SFL), Teacher performance

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Ali Akbar Jafarpour , 1398 , Exploring teacher performance in EFL classrooms through systemic function perspective: A case study , اولين کنفرانس بين المللي مطالعات زبان انگليسي