Exploring Efl Teachers’ Classroom Interactional Awareness At The Tertiary Level

Résumé: Interaction is a vital construct in the social fabric of the classroom. The ability to instigate, maintain and foster such an endeavor is a necessity that researchers and practitioners are constantly seeking to promote. In this regard, developing a Classroom interactional competence lies at the heart of fostering a dialogic pedagogy. The latter is a prerequisite in the learner-centered teaching/learning trend. Nevertheless, research in this field is often regarded on grounds that Classroom Interactional Competence is a byproduct of classroom ethos. The present research aims at investigating teachers’ Classroom interactional competence in the Algerian context. To this end, three university teachers constituted the research subjects. Accordingly, a qualitative approach was opted for: a/Classroom Observation in which data was analyzed according to Walsh SETT (Self Evaluation of Teacher Talk). Furthermore, a teachers’ interview was conducted with the selected teachers for the sake of obtaining a deeper understanding of their schemata and attitudes regarding Classroom Interactional Competence. Results showed a discrepancy between teachers’ attitudes and practices

Publié dans la revue: مجلة العلوم النفسية والتربوية