Gender and Classroom Interaction: Examining A Female and A Male Teacher’s Moves Directed Towards Female and Male Students in Two EFL Classrooms in Turkey

This article   examines a female teacher’s and a male teacher’s interactions with female and male students in  English as a Foreign Language (EFL) classrooms. Lessons in two EFL classrooms in the preparatory school  of a state university in Turkey, one classroom with a female teacher and the other with a male teacher, were  observed and video-taped for two months. The lessons were transcribed and analysed using an adaptation of  Sinclair and Coulthard’s (1975, 1992) Classroom Discourse Analysis Model. The findings of the study  showed that in general there was not an equal distribution between teachers’ moves, both academic and nonacademic,  directed to female and male students in either classroom. The results of the study are discussed in  reference to relevant literature on gender and classroom interaction and the authors draw attention to  pedagogical implications.