Groping Feedback Types on Interactional Patterns via Storytelling among EFL Iranian Young learners

Journal of Teaching English Lnaguage Studies

مقاله 6، دوره 6، شماره 4، شهریور 2018، صفحه 103-143   

نویسندگان

marjan vosoughee^{* 1}؛ mahshid Hosseini²

¹English dept. Islamic Azad university of Sabzevar, Iran

²English dept, Islamic azad University of sabzevar

چکیده

In this study, storytelling was surveyed with regard to the impact that it might have
on student-teacher interactional patterns. For this aim, the researchers utilized an
intact class with ten young students in a language institute in a north eastern part of
the country. Four sessions of the class were transcribed after a full observational
protocol. Two groups of Interactional patterns on student-led and teacher-led
feedback types were codified via MAXQDA software after conducting thorough
content analyses over student-teacher and student-student interactions. Findings
revealed that among teacher-led interaction feedbacks involving clarification
request, comprehension check, confirmation check, seeking students’ feedback on
the story, self-repetition and recast, comprehension check was the most frequent
feedback type detected. Additional feedbacks that were found within the
conversational pattern were students-led which consisted of peer correction, first
language uses, response to teacher's question, students' enthusiasm for the story,
JOURNAL OF TEACHING ENGLISH LANGUAGE STUDIES, Vol. 6, NO. 4, Spring 2018
112
seeking the info. on the lesson practicum, students' sympathy with the story
characters, socialization with the teacher, seeking the grammatical aspects,
clarification seeking of the story plot, seeking the meaning of unfamiliar words,
clarification requests, students’ socialization with the teacher, initiation for
storytelling, students’ concerns, students’ complaints, students’ appraise of the story,
students’ predictions and socialization with the teachers’ method. Among the
student-led feedback types, students’ appraise of the stories and seeking the meaning
of unfamiliar words denoted that through focus on meaning, they might have most
probably been much engaged in the meaning of the stories.

کلیدواژه‌ها

Story telling؛ Feedback types؛ Young learners؛ Interactional Patterns

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