an investigation on task performance and knowledge construction sub-moves in efl classrooms of non-graduated students of farhangian university of ahvaz

Gaining deep insight into structures of efl classroom discourse helps teachers to pedagogically engineer and establish suitable discourse for their classes. this study, by adopting a combination of ecological view, conversation analysis and a variable approach investigates two interactional moves, knowledge-construction (kc) and task-performance (tp), of efl classroom talk. to do so, video samples of apprenticeship classes of non-graduated teacher-students of farhangian university, ahvaz, were selected and meticulously observed. then, kc and tp moves were targeted and analyzed. the results showed that for the kc both teachers and students would use several sub- moves, for example, (a) reviewing, (b) questioning and (c) repetition by the students. in the same way, for the tp several sub-moves were detected, for example, (d) questioning and (e) explaining. also, results showed that both kc and tp show occasional overlap, as utilizing sub-moves of one category can contribute to the both kc and tp. moreover, according to the results, teachers use these sub-moves in l1, l2, and their combinations. therefore, it suggests that in spite of the gap in the literature, when classroom talk is seen as a dynamic phenomenon with complex ecology, both kc and tp moves enjoy several complex interactional orchestrations when they are analyzed through micro-analytic perspectives of ecological view coupled with conversation analysis and a variable approach.