The Investigation of Different Kinds of Turn-Taking Strategy and Its Relation with Different Proficiency Levels in EFL Classes

This study focuses on the different kinds of turn-taking strategies in both high and low-proficiency levels in EFL classes. To achieve this end, ۱۰ classes of both high and low-proficiency levels in Sadat institute, Tehran, Iran, were selected. After that, the interactions between teachers and learners were recorded for ۲۰ sessions. The obtained data were transcribed and then analyzed through descriptive statistics based on conversation analysis. The analysis of conversations was based on tracing the turn-allocational patterns. As Sacks, Schegloff, and Jefferson (۱۹۷۴) stated, these patterns can occur in two ways: ۱) When the current speaker selects the next speaker; ۲) when self-selection happens. The findings of this study indicated that in both high and low-proficiency levels the teachers’ turns were more than the learners’ turns. Additionally, the learners’ turns in high-proficiency level were more than that of learners’ in low-proficiency level and the teachers’ turns in low-proficiency level were more than that of teachers’ in high-proficiency level. The results of this study may help the teachers pay more attention to the learners’ participation in the classroom activities. Moreover, the results of this study might help the learners understand turn-taking rules and patterns and follow them accordingly

کلیدواژه ها:

EFL Classes” ، “Proficiency Level” ، “Turn-Taking Strategies”.