Zobrazeno 1 - 10
of 20
pro vyhledávání: '"Mostafa Pourhaji"'
Publikováno v:
Journal of English Language Teaching and Learning, Vol 8, Iss 18, Pp 1-18 (2016)
The prevailing pattern of classroom interaction is a tripartite exchange structure known as IRF (teacher initiation, student response, teacher follow-up/feedback; Sinclair & Coulthard, 1975). Although it has its own contributions to classroom discour
Externí odkaz:
https://doaj.org/article/56a54c3cbfb5469cbad7476cd0e0ec63
Autor:
Mostafa Pourhaji, Seyed Mohammad Alavi
Publikováno v:
Journal of English Language Teaching and Learning, Vol 7, Iss 15, Pp 93-123 (2015)
This study aims at empirically furthering awareness of the organization of interaction in EFL classes. Informed by the methodological framework of conversation analysis, it draws upon a corpus of 52 three-hour naturally-occurring classroom interactio
Externí odkaz:
https://doaj.org/article/41b158ff7ecd4495be700de9a243dfd1
Autor:
Bager Yaqubi, Mostafa Pourhaji Rokni
Publikováno v:
Journal of English Language Teaching and Learning, Vol 4, Iss 10, Pp 127-161 (2013)
Pairing theory with methodology, this study demonstrates how EFL teachers’ limited wait-time practice structures in and affects the structuring of the unfolding classroom discourse with reference to learners’ participation opportunities. Informed
Externí odkaz:
https://doaj.org/article/f9e644cfb7d24f44b5090c6652f57a2b
Publikováno v:
The Language Learning Journal. :1-13
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::41188be5f7a37912632b36517689adde
https://doi.org/10.1080/09571736.2022.2163685
https://doi.org/10.1080/09571736.2022.2163685
Autor:
Mostafa Pourhaji, Michael Sadeghi
Publikováno v:
ELT Journal. 75:320-329
Effective teacher talk has been reported to be dependent upon the teacher having post-liminal (higher levels of) understanding and has been operationalized as aligning one’s talk with the pedagogic purpose. In EAP classes, however, there are some i
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::8c0fc31dcb250f0868debcb76c08b63f
https://doi.org/10.1093/elt/ccab009
https://doi.org/10.1093/elt/ccab009
Autor:
Mostafa Pourhaji, Michael Sadeghi
Publikováno v:
English Teaching & Learning. 45:397-414
Of the multiple and dynamic contexts in classroom discourse, meaning-oriented contexts (MOCs), which specifically pursue the pedagogic goal of augmenting learners’ participation opportunities, take on a special significance. In spite of being insti
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::a80772e31df9ebd9d78f45f5d2b5474a
https://doi.org/10.1007/s42321-021-00077-3
https://doi.org/10.1007/s42321-021-00077-3
Publikováno v:
English Teaching & Learning. 44:313-329
This paper focuses on one of the most prevalent interactional features of classroom discourse which is teacher question. A bulk of research has attributed the preponderance of display questions to the pedagogic goals of constructing, eliciting, and e
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::2b15ffd289c31f9082abfecf14784b41
https://doi.org/10.1007/s42321-019-00045-y
https://doi.org/10.1007/s42321-019-00045-y
Autor:
Mostafa Pourhaji, Michael Sadeghi
Publikováno v:
Language Teaching Research. :136216882110487
The present study examines the effects of pre-task explicit instruction on second language (L2) oral self-repair behaviour while controlling for the effects of working memory. The participants were 121 Iranian learners of English at incipient levels
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::a8f7f17b72c0f6fb3b7f7aaba8ef9ea2
https://doi.org/10.1177/13621688211048766
https://doi.org/10.1177/13621688211048766
Autor:
Mostafa Pourhaji
Publikováno v:
Conversation Analytic Perspectives on English Language Learning, Teaching and Testing in Global Contexts
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::7b5a6b6615a6e2df2264c28358623abc
https://doi.org/10.21832/9781788922890-011
https://doi.org/10.21832/9781788922890-011
Autor:
Michael Sadeghi, Mostafa Pourhaji
Publikováno v:
System. 96:102409
This study investigates to what extent working memory (WM) and explicit instruction in the pre-task stage predict the quality of L2 oral performance on a focused task. The WM of 103 Iranian low-proficiency learners of English was measured using an op
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::8de69922112fbedf05b6bc2f1c403542
https://doi.org/10.1016/j.system.2020.102409
https://doi.org/10.1016/j.system.2020.102409