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Course Title: |
CLASSROOM DISCOURSE/INTERACTION |
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Course Code: |
ING3108 |
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Type of Course: |
Compulsory |
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Level of Course: |
First Cycle |
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Year of Study: |
3 |
| 6 |
Semester: |
6 |
| 7 |
ECTS Credits Allocated: |
2 |
| 8 |
Theoretical (hour/week): |
2 |
| 9 |
Practice (hour/week) : |
0 |
| 10 |
Laboratory (hour/week) : |
0 |
| 11 |
Prerequisites: |
None |
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Recommended optional programme components: |
None |
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Language: |
Turkish |
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Mode of Delivery: |
Face to face |
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Course Coordinator: |
Prof. Dr. AYŞEGÜL AMANDA YEŞİLBURSA |
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Course Lecturers: |
Yok |
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Contactinformation of the Course Coordinator: |
Prof Dr Amanda Yeşilbursa
Bursa Uludağ Üniversitesi
Eğitim Fakültesi
B207 nolu ofis
Görükle Kampusü, 16059 Nilüfer-BURSA
(0224) 294 2196
ayesilbursa@uludag.edu.tr |
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Website: |
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Objective of the Course: |
This course aims to develop pre-service EFL teachers’ competence in designing, managing, and analyzing classroom interaction as a core component of language teaching. Through engagement with discourse-based frameworks and guided microteaching practice, students will learn to use interactional tools—such as questioning, feedback and repair strategies, instruction giving, concept introduction, and multimodal resources—to create equitable, meaningful learning opportunities, foster learner participation, and make informed pedagogical decisions based on evidence from classroom talk. |
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Contribution of the Course to Professional Development |
This course contributes significantly to the professional development of pre-service EFL teachers by cultivating a deep understanding of how classroom interaction shapes language learning opportunities. Through systematic analysis of real classroom discourse, microteaching, and reflective practice, teacher candidates develop interactional competence, a core dimension of effective teaching. The course strengthens teachers’ ability to manage classroom talk, give clear instructions, introduce concepts effectively, respond strategically to students’ contributions, and address communication breakdowns in ways that support learner engagement and language development. In addition, the course equips future teachers with evidence-based decision-making skills, enabling them to interpret classroom events using recognized discourse frameworks and adjust their pedagogical choices accordingly. By engaging with multimodal and translanguaging practices, participants also develop inclusive teaching repertoires that support diverse learners and promote equitable participation. Ultimately, the course fosters confident, reflective, and analytically informed practitioners who can intentionally design and orchestrate classroom interaction that enhances learners’ communicative competence and supports high-quality learning across varied teaching contexts. |
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Learning Outcomes: |
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Explain key concepts in classroom interaction and discourse (e.g., IRF/IRE, repair, elicitation) and their relevance to language learning.;
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Categorise interactional practices (e.g., questioning, feedback, turn allocation, multimodal resources) in classroom transcripts or video data.;
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Apply effective teacher talk strategies—such as clear instructions, concept introduction, elicitation, and response moves—in microteaching and peer-teaching contexts.;
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Analyze classroom discourse to determine how interactional choices (e.g., wait-time, repair types, translanguaging) shape learner uptake and participation.;
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Evaluate the effectiveness of classroom interaction episodes using discourse-based frameworks (e.g., IRF patterns, repair sequences, SETT) and justify pedagogical decisions.;
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Design lesson segments that intentionally incorporate interactional practices (e.g., elicitation sequences, concept introduction routines, multimodal scaffolds) to support communicative and linguistic learning goals.;
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Reflect critically on their own teacher-learner interactions using short transcripts or recordings, identifying strengths, challenges, and actionable strategies for improvement.;
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| Week |
Theoretical |
Practical |
| 1 |
Course introduction; why interaction matters; participation structures; IRF/IRE overview. |
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| 2 |
Overview of modules; turn-taking basics; interaction as instructional design. |
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| 3 |
Managing interaction I: getting attention; turn allocation; student initiatives; non-participation. |
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Managing interaction II: transitions; off-task talk; L1 policing vs. strategic translanguaging. |
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Introducing concepts: explaining, defining, exemplifying, translating, demonstrating. |
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Instruction giving: instructing, sequencing, modeling, hinting; checks for understanding. |
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Eliciting contributions: teacher questions (display/referential; open/closed); response pursuits; hinting |
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Responding to contributions: reformulation, elaboration, evaluation; dialogic follow-ups and uptake. |
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Dealing with potential problems (teacher-initiated): repair, correction, understanding checks, clarification/confirmation. |
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Dealing with potential problems (student-initiated): repair, word search; scaffolding lexical retrieval. |
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Interactional resources (verbal): designedly incomplete utterances, response tokens, repetition, intonation, non-lexicals, wait-time |
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Interactional resources (multimodal): embodiment (gaze, gesture, posture), artefacts, classroom space. |
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Microteaching and analysis: enact ?3 interactional practices; peer analysis (SETT/IRF, repair coding). |
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Synthesis & action plan: personal interaction philosophy; goals and indicators; course feedback. |
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