Teachers' Wait-time Practices in EFL Classroom Discourse

Pairing the methodological power of conversation analysis with the conceptual framework of sociocultural theory, this book portrays in details of interaction how teachers' wait-time practices create and/or inhibit learners' participation opportunities in EFL classroom discourse. Drawing on a number of episodes from naturally-occurring classroom interactions, this book provides evidence-based materials for teacher education programs which aim at raising teachers' awareness of the relationship between their language use and the moment-by-moment unfolding of pedagogic goals in L2 classroom discourse.

Autorentext

Mostafa Pourhaji is a PhD candidate in applied linguistics at the University of Tehran, Iran. He has published papers on L2 classroom discourse in different journals. He presented at conferences such as TBLT (2015) in Belgium and AAAL (2016 & 2017) in America. His fields of interest include classroom discourse and teacher education.