Classrooms provide a context in which teachers and learners co-construct meaning in light of their sociocultural understandings and profiles. However, to date, few studies have scrutinized the way such profiles contribute to teachers’ classroom discourse. Informed by the methodological framework of conversation analysis and drawing upon a corpus of 20-h naturally-occurring classroom interactions, the present study examined variations in novice and experienced teachers’ classroom discourse in providing opportunities for learner interlanguage development. The study relied on Walsh’s (2006. Investigating classroom discourse. Routledge) conceptualization of classroom context mode in the data collection and analysis stages. Quantitative and qualitative analyses of the data revealed that the experienced teachers’ discourse was marked by greater simultaneity and immediacy characteristics targeted at learner engagement in comparison to novice teachers. The study findings highlight variations between the two groups across a range of discursive constructions and provide implications for enhancing novice teachers’ classroom discourse.

中文翻译：

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第二语言课堂话语中的互动特征：新手和有经验的语言教师之间的差异

课堂提供了一个环境，在这个环境中，教师和学习者根据他们的社会文化理解和概况共同建构意义。然而，迄今为止，很少有研究仔细研究这些概况对教师课堂话语的贡献方式。受对话分析方法框架的启发，并利用 20 小时自然发生的课堂互动语料库，本研究考察了新手和经验丰富的教师课堂话语的变化，为学习者中介语发展提供机会。该研究依赖于 Walsh (2006.调查课堂话语. Routledge）在数据收集和分析阶段对课堂情境模式的概念化。对数据的定量和定性分析表明，与新手教师相比，有经验的教师的话语具有针对学习者参与的更大的同时性和即时性特征。研究结果突出了两组之间在一系列话语结构上的差异，并为加强新手教师的课堂话语提供了启示。