classroom discourse analysis as a tool for reflective practice: focus on form approach

the present research aimed at investigating the interaction of the classroom talk to have a better understanding of the teachers’ practice teaching which can pave the way for reflection on teaching. the study benefitted from conversation analytic perspective to qualitatively and interpretively examine the classroom discourse of the teacher-learner interaction. the classroom talk was analyzed through conversation analysis perspective with taking the extracts of the learners’ and teacher’s interactions into account to see whether tasks paved the way for the learners to learn the target from through ‘focus on form’ approach. the findings could be beneficial for the practitioners in the field.