Teachers' Wait-time Practices in EFL Classroom Discourse

Pairing the methodological power of conversation analysis with the conceptual framework of sociocultural theory this book portrays in details of interaction how teachers'' wait-time practices create and/or inhibit learners'' participation opportunities in EFL classroom discourse. Drawing on a number of episodes from naturally-occurring classroom interactions this book provides evidence-based materials for teacher education programs which aim at raising teachers'' awareness of the relationship between their language use and the moment-by-moment unfolding of pedagogic goals in L2 classroom discourse.