نوع مقاله : علمی پژوهشی(عادی)
نویسندگان
گروه زبان انگلیسی، واحد اصفهان (خوراسگان)، دانشگاه آزاد اسلامی، اصفهان، ایران
چکیده
کلیدواژهها
موضوعات
عنوان مقاله [English]
نویسندگان [English]
A descriptive hypothesis-testing design was employed to research students' initiations. Candidates’ assertions and interrogatives were studied as two types of initiations. IELTS preparation courses were selected as the context because, unlike other EFL courses in which the main aim is to develop learners' English skills, in IELTS preparation courses the main focus is on developing students' epistemic knowledge. Eight sessions were observed to check the instances in which students initiated. A researcher-made observational checklist was utilized to count the frequencies of each candidate's assertions and interrogatives. Pearson Chi-Square analysis and Spearman rho test were used to analyze the data. The findings indicated that the number of learners' assertions was significantly higher than their interrogatives. Moreover, the correlation value between the number of assertions and interrogatives is positive and moderate, which means that when one of them increases, the other one will also increase. The findings indicate that the talk pattern of IELTS preparation courses may be different because learners who are sitting in an IELTS course might come from various academic and professional backgrounds. When classroom discussion is on a specific topic, those who have expert knowledge in that area are more likely to initiate and assert their knowledge claims.
کلیدواژهها [English]
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