摘要：AbstractIRF sequences have been examined profusely before and were reported to be negatively correlated with participation opportunities (Barnes, 1992; Cazden, 1986; Ellis, 1994). In all these studies, IRFs have been considered as a static and inflexible interaction patterns. Based on video- taped data from ten English classes, which were analyzed within conversation analysis framework, this study uncovers a modified version of IRFs labeled as ISRF sequences. ISRFs have been shown here to destroy even those very limited learning opportunities which IRFs could offer. The finding implies that teachers must totally exclude ISRFs sequences from their practice.
