interruption functions in male and female efl learners’ interactions

This study investigated the functions of interruptions in interactions among male and female efl learners at intermediate and upper-intermediate levels. forty-nine students majoring in different fields at kermanshah farhangian university, iran, were selected based on taking an oxford placement test (opt) from a population of 65 students. based on gender, there were two groups of males (n=23) and females (n=26) and based on opt, males were divided into intermediate (n=13) and upper-intermediate (n=10) and females were also divided into intermediate (n=12) and upper-intermediate (n=14) groups attending in four separate classes. interactions among students in each group were recorded to examine interruptions and their functions. to analyze the data, the researcher transcribed registered interactions based on a set of conventions modeled by chafe (1987) and bios and thompson (1991) verified by two raters, and then they were interpreted by the inferential method. the results revealed upper-intermediates were behind intermediates for interrupting their peers. regarding the types and functions of interruptions, whereas intermediates engaged more in intrusive interruptions showing disagreement, upper-intermediates mainly engaged in cooperative ones indicating agreement. likewise, compared to males, females engaged more in cooperative disruptions. one reason for more occurrences of cooperative interruptions stems from the fact that females are more unified in interactions than males. another can be related to the dichotomy of collectivism and individualism. similarly, upper-intermediates seemed to focus more on pauses in interactions to start speaking.