Equality, Mutuality in terms of Turn Taking, Joint and dialogical Interaction in Communication and L2 Development of Iranian EFL Learners

Abstract

The current project employs a qualitative design and explores different communication and interaction patterns as well as the various roles learners take in role relationships in dialogical, reciprocal and joint pair communicative and interactive tasks. It also investigates various modes and premises of mutuality and equality in peer communication and interaction. The study conducts on 16 male and female advanced Iranian EFL learners at Shiraz state university. As data collection and analysis procedures, the study gathered data from learners’ communication in accomplishing three distinct kinds of communicative and interactive tasks to discover and investigate what rules occur in joint dialogical pair communication and interaction, either collaboratively or non-collaboratively, and its effects on the learning opportunities pairs create for each other which leads to L2 learning, L2 development and appropriate use of target structure. Their voice is recorded and transcribed. It asserts that, it is significant to popularize collaborative joint dialogical peer communication and interaction in the process of L2 learning. To do such this, an in-depth understanding is needed of how learners relate, contribute and cooperate to each other in joint and dialogical paired conversations to do the tasks and build the knowledge jointly. Nevertheless, the belief that learners will always essentially collaborate each other to complete tasks in the communications and interactions is criticized. At the end, according to the findings from the present study, conclusion, significances and solutions for establishing effective collaborative joint dialogical pair communication and interaction in tasks accomplishment are discussed