Going beyond the Text: Interactional Competence in Reading Comprehension Class

Autor/inn/en	Jawhar, Sabria; Alhawsawi, Sajjadllah; Walsh, Steve
Titel	Going beyond the Text: Interactional Competence in Reading Comprehension Class
Quelle	In: Arab World English Journal, 12 (2021) 4, S.259-278 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Jawhar, Sabria) ORCID (Alhawsawi, Sajjadllah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2229-9327
Schlagwörter	Reading Comprehension; Reading Instruction; Communicative Competence (Languages); English (Second Language); Second Language Learning; Second Language Instruction; Discourse Analysis; Sociocultural Patterns; Classroom Communication; Teaching Methods; Teacher Student Relationship; Language Teachers; Foreign Countries; College Preparation; Language Tests; Student Placement; Native Language; Semitic Languages; Saudi Arabia + Suchen Sie Ihr Suchwort? Leseverstehen; Leseunterricht; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Diskursanalyse; Soziokulturelle Theorie; Klassengespräch; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher student relationships; Lehrer-Schüler-Beziehung; Language teacher; Sprachunterricht; Ausland; Language test; Sprachtest; Schülerpraktikum; Arabisch; Hebräisch; Saudi-Arabien
Abstract	Drawing on the principles underlying conversation analysis (CA), this paper is a single case analysis of interaction in an English as a foreign language (EFL) reading comprehension classroom in Saudi Arabia. It looks at learning from a sociocultural perspective and uses constructs from this theoretical perspective. It focuses on Classroom Interactional Competence (CIC) (Walsh, 2013), showing classroom interaction features that are considered CIC. The paper reflects how an understanding of the concept can lead to more dialogic, engaged learning environments. The paper also connects CIC to teachers' ability to manipulate simple classroom interactional resources to make the teaching process more effective. The paper demonstrates how teachers can induce CIC by utilizing interactional techniques, such as relaxing the mechanism and speed through which turns are taken or given, use of active listenership devices, extending wait time, and use of open-ended questions to expand topics under development. The paper argues that those techniques will help teachers, as evidenced from the cited examples, further enhance classroom participation so that it is convergent with their pedagogical goals. Finally, the paper has pedagogical implementations as it sheds light on techniques that help promote classroom interaction as an indication of learning among students with limited linguistic resources. (As Provided).
Anmerkungen	Arab World English Journal. 10602 Davlee Lane, Richmond, Texas, 77407. e-mail: editor@awej.org; e-mail: info@ASELS.org; Web site: https://awej.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01