Instruction Checking Questions in Practice: A Discourse Analysis of Teacher- Student Interaction during Task Set-up in EFL context.

الملخص

This study describes how ICQs appear during task set-up in one English as Foreign Language (EFL) classroom using qualitative discourse analysis based on the initiation- response- feedback IRF pattern model. The study analysed a transcript of 15- 20 minutes lesson on capacity, full, half, empty, nearly full, nearly empty. The analysis focus om two questions (1) What turn taking and teacher control look like when the teacher use ICQs and (2) What type of ICQs appear most often and what interaction pattern they create. The findings show that the teacher initiates 91.8% of all the interaction, students never start interaction, and choral responses are common. Out of 23 ICQs questions, yes/ no questions are most frequent (47.8%) followed by Wh- question (39.1) and either/ or questions (13.0%) .All the ICQs are display questions and there is not any referential question. Students' responses are very short (1-4 words) and every interaction follow the IRF pattern with no variation. This pattern match previous research in similar EFL context. The study concludes that ICQs in classroom appear with strongly teacher – centered interaction structure. The finding offer a detailed description for teacher and teacher trainers who wish to reflect on their own use of ICQs.

الكلمات المفتاحية

Instruction Checking Questions (ICQs)، Classroom Discourse Analysis، Teacher-Student Interaction، IRF Pattern Model، Display Questions، Task Set-Up

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