A Discourse on Discourse Analysis

2006

Discourse Analysis and the Study of Classroom Language and Literacy Events presents analyses of classroom discourse in relation to language and literacy events from a microethnographic perspective. It is a timely publication that reflects increasingly strong concerns over issues ranging from gender, race, identity and power relations within and beyond classrooms. The book contains a forward, an introduction and five chapters. The forward by Brian Street begins the book well on a good note.

This study investigated the classroom discourses of 19 freshman language (3) and content (16) teachers handling 15 core subjects at the Ilocos Sur Polytechnic State College (ISPSC) Sinclair and Coulthard's (1975) Model along with Searle's (1969) Speech Act Theory determined teacher's discourse patterns and speech acts.

2016

Topics speech controlling in the classroom interaction discourse is teachers’ strategy and authority. The mechanism of speech topics controlling in the classroom is different from the everyday discourse interactions in general. It is mostly done by the teachers because theydetermine the strategies and methods used in deliveringthe material and also as facilitator. However, teachers always try to engage the students in this activity which resulting thevariety of learning activities. Speech topicscontrolling in the teacher student interaction during learning activities divided in three parts: (1) introduction to the topic of speech, (2) the development of topics speech and (3) speech topicsclosure. Controlling the speech topics occurred in a variety of contexts and also performed in various strategies, namely (a) delivery of theory, (b) provide the example, (c) providethe definitions, (d) provide the argumentation, (e) provide the processes guidance, (f) provide the training.

This study has focused on the impact of classroom management on the students' academic and emotional success. Class has importance in terms of being the place of where the educational process occurs. Teachers' roles, behaviours, rules, discipline, flexibility, communication styles in the classroom are very effective on students. In order to understand students, to tell them about herself/himself well and to be able to build a relationship depends on mutual trust; teachers need to establish effective sentences. Because words and sentences are essential elements representing us. But the factor affecting communication is "discourse" which is beyond the words and the sentences. If the teacher pays attention to " where " and " how " students say rather than " what " , she/he understands students better and be more successful creating a suitable classroom environment to students. Here, " discourse " comes into play. In this study, how must the teacher pay attention to " discourse " and what kind of principles that the teacher should apply in the classroom environment according to discourse analysis have been revealed.

Procedia - Social and Behavioral Sciences, 2010

The aim of our study is to investigate the classroom discourse interactive sequences generated by the teachers' questions. For this purpose, we collected observational data in three Italian primary school classes through the videorecordings of several activities. Analyses were carried out on all questions that teachers directed to their pupils, and on the successive sequence of interaction (answers by pupils and uptake by teachers). The results show that classroom practices are dominated by patterns of discourse which are more concerned with the teacher telling and controlling the interaction than with the construction of collective and real dialogic discourse.

2021

This article is aimed at revealing how the teachers and students function language in classroom interaction. The theory applied in the research is classroom speech acts that proposed by Sinclair and Coulthard and developed by Nababan. The setting of research is the classroom interaction at the English Department of the State University of Gorontalo. The participants are the teachers who were teaching in the classroom and the students who were participating in the classroom interaction. The research shows that both the teacher and students performed directive, elicitation, informative. The acts performed the teachers only were checking and empowerment. The other phenomenon of classroom speech act that is not discussed by Sinclair and Couthard and Nababan’s theory is reelicitation, that a participant repeated the elicitation in various words.

2015

2015

In this article the functions of Hungarian discourse markers are discussed on the basis of an analysis of classroom discourse and transcripts from the Hungarian ASZ MODA corpus. The analysis demonstrates that discourse markers are dominant stylistic features of teacher explanations and of student answers as well. Discourse markers assist in introducing and continuing discourse in teachers' explanations and play a role in maintaining the teacher-student relationship. Additionally, they also signal, to the students, the teacher's relatedness to the discourse and to the communicative situation as well as have a discourse planning function. In student answers, due to the asymmetrical nature of speech situation, the interpersonal functions of discourse markers are played down, but the referential, structural and cognitive functions of the discourse markers are predominant, as the analysis of hát 'well' clearly demonstrates.

European Journal of Language and Literature, 2021

This research will examine the classroom discourse and interactions between a teacher and students in an ESL class. It will analyze how discourse occurs and how it can facilitate language learning. The participants were adult university students or employees. Via live classroom observation and audio recording of classes, the data were collected. The findings suggest that the teacher controlled all students, and led all class activities and the teaching process. The teacher frequently used pronouns ‘you’, ‘we’, ‘I’ while teaching as well as words such as “perfect,” “correct,” and “very good” to motivate students in-class participation. Students mostly used the pronoun ‘I’ to answer the questions. Most of the questions were closed-ended, so students did not have a chance to elaborate or share their ideas. The discourse occurred in an “IRF” -- Initial, Response, and Follow up. Lack of coherence and cohesion were widely visible in classroom interaction and most of the sentences uttered ...

Linguistics and Education

In this paper we propose a theoretical reassessment of the discourse-analytic tools that are used in classroom research and of the data that are addressed. To that end we present in-depth analyses of 1) an IRE structure in a first English (EFL) lesson in a Dutch secondary school; 2) episodes from Dutch as a second language classes in a school for refugee children; 3) two instructional units that were used as reflection data in a university teacher training course. All of these exhibit complex footing changes (Goffman, 1981) and instances of co-speaking, muttering, whispering, overhearing etc. that are largely unexplored in classroom research. Yet these phenomena co-construct the interactional matrix that organizes participation and learning in multiparty settings. To shed light on what happens in the structural niches of turns and at the fuzzy edges of speakingslots-in-progress we need a more dynamic and complex notion of context. Speaker/hearer roles may be embedded in or parasitic on each other along a continuum of official and informal or collusive stances. In our proposals to model emerging discourse complexity, subtle changes in register, bodily posture, tone of voice, rhythm and pitch are an integral part of what constitutes 'the data'.