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The Classroom interactions
English MethodologyJenny Flores
Discourse Analysis and Classroom Interaction
Discourse analysis is used to provide a linguistic description of the interaction which goes on in EFL classrooms.
Theoretical Framework of the Study
It was used for many reasons:- Using authentic and naturally-occurring
data as a source- It establishes in the process new
insights into the sequencing of patterns of interaction.
Objective and research questions
What are the predominant patterns of classroom interaction between teachers and students in EFL classrooms?
Are the interactions teacher-dominated or student –dominated?
How are such patterns affected by genders?
Methods
The Participants
The classes were single-gender, boys being taught by male teachers and girls by female ones.
Data Collection
The classes were observed and audio-taped using a MP3 player.
The data collector was present in the classroom as a non-participant observer.
Each class period involved:
Covering homework material Teaching grammatical points, a reading
passage, vocabulary items or a conversation
Listening to a text either as a whole-class activity or as a pair work
Data Analysis Procedure
- In the teacher talk were such utterances as ‘you’, ‘yes?’
- Some categories were too general to depict subtle distinctions in the patterns of classroom interaction between teachers and students
- During the analyzing the interaction between the teachers and the students some utterances were run into which were not analyzable using the framework proposed
RESULTS A large number of discourse acts were
present in Teacher-Student Talk. Some discourse acts have been added
to Student-Teacher Talk. The interaction between the students
reflected the use of variety of discourse acts.
The results of the Effect of Gender of the Teachers and the Students on their Interaction Patterns
There was not much difference between male and female teachers regarding their patterns of interaction with their students.
There is difference in ‘Criticism’ because it was present in female teachers’ talk and absent in male teachers’ talk.
Both male and female students made use of the same discourse acts in their interaction with their teachers.
DISCUSSION, CONCLUSION, AND IMPLICATION
The interaction patterns between the participants in all three types of talk showed variation.
These interactions sharing some commonalities with the interaction taking place in natural contexts occurring outside the classroom
The teachers sould take up the major portion of all talk occurring in the classroom
There is not much difference between male and female teachers.
Female teachers were more supportive and encouraging, providing the students with a positive evaluation more often than male teachers.