Discourse Analysis Research Paper

Abstract The term ‘classroom discourse,’ refers to all forms of talk that occurs inside the classroom and comprises the verbal as well as the non-verbal elements of discourse. The verbal element of discourse includes the language used by the teacher and the students, as well as teacher-student and student-student interactions. The non-verbal element of discourse includes non-lexical components of communication like gestures, prosody, and silence etc. The verbal and nonverbal elements together form the observable aspect of classroom discourse. Classroom discourse is often different in form and function from language used in other situations because of particular social roles which learners and teachers have in classrooms and the kind of activities they usually carry out there. The purpose of this present paper is to discuss the concept of classroom discourse and its elements in order to show its effect on student’s learning. The focus is on pattern and strategies of interactions between teachers and students for describing, identifying and operationalizing meaningful regularities in their discourse. Keywords: Classroom discourse, language, meaning, verbal, interaction

English classroom discourse is an indispensable element of English teaching and learning. It is the teacher's capability to handle learner contributions which will settle the success or fail of a lesson. The present review article focuses on classroom discourses. Four features of classroom discourse were investigated including, the importance of classroom discourse, the amount of teacher talk and the effects of giving feedback, the impact of teacher question, and error treatment. The present article, according to communicative English classroom discourses, also tried to investigate time of the teacher talk, questions in classroom, and different forms of feedback. The findings explained that although communicative approach and classroom reciprocal action are strongly supported, communication in the classroom is mainly teacher-initiated. It is therefore suggested that teachers should provide students with more opportunities to take more roles in the class. Finally, it was concluded that to what extent the teacher should be experienced to manage the classroom in a communicative way which will lead to more learning.

1993

East European Journal of Psycholinguistics

This article presents a consideration of the problem of discourse representation of pedagogic dialogue in teacher-learner interactions. The functional parameters inherent in the pedagogical process condition an understanding of pedagogic dialogue as a personality-centered type of communication based on the principles of value oriented treatment, alterocentrism, personal inclusion, metaposition of the teacher, personal authenticity and thereby distinguished from the liberal and democratic paradigm. As a special challenge for this study there has been elaborated a scheme of dialogic discourse specified in corresponding discourse patterns, markers and speech acts. The focus is made on those discourse elements featuring the principles of pedagogic dialogue. In the course of inclusive observation conducted on the basis of this scheme there were determined three basic communication styles featuring different levels of communicative disposition: dialogic, semi-dialogic and monologic. The s...

1981

ABS'AACT Concentration on the formal features of language and on developing speaking skills in a second language fails to provide the language student with the necessary level of conversational ability. The concept of communicative competence has resulted in a new emphasis on the nature of interaction and the rules of discourse. Interest has shifted from studies on language structure to studies on social interaction, the meaning of utterances, and the functions of speech. This paper explores how rec'nt advances in sociolinguistics and discourse analysis can aid one's understanding of the roles and privileges of teachers and students engaged in verbal interaction and how verbal behavior can be cLnged or acquired for greater conversational competence.' Areas discussed include: (1) latural discourse (speech acts, pra:matics, turn taking, moves, topic), (2) natural discourse and first and second language acquisition. (3) classroom discourse, and (4) practical applications (including exercises for developing skills for participating in debates and discussions). Excerpts from English, French, and German language conversations are cited throughout. The appendices present hesitation and expansion strategies in conversation and some conversational management strategies used by French and German native speakers.

Bulletin of Science and Practice, 2020

The article discusses the role of discourse in foreign language teaching by studying previous investigations in the field of discourse analysis and communicative approach–based language teaching. Moreover, it presents an analysis of some authentic examples of target language use to prove the role of discourse to prevent possible miscommunication.

This essay will cover a brief introduction of a discourse and discourse analysis, as well as will also seek to discuss those areas of academic discourse that can be reasonably viewed as professional.

Computers & Education, 2009

Increasingly prevalent in educational settings, computer-mediated discussion (CMD) allows learners to participate in and build a learning community to construct knowledge online collaboratively (Schallert, Reed, & the D-Team, 2003. Because the discourse produced in fulfillment of course activities by learners participating in CMD is written, transcripts of online discussions can be saved easily, allowing educators and researchers to examine the discourse in order to understand students' learning processes. As the quote from Wells (2001) above continues, ''We should not be looking for learning in the time between the input from the teacher or text and later output in answers to spoken or written questions. Rather, we should expect to find the learning occurring in and through participation in the activities that make up the curriculum" (p. 184). In analyzing CMD discourse, we can examine the learning process itself rather than learning products or outcomes. As reported, students give evidence of their learning even as they are involved in online discussions.

Revista signos

Politeness is a socio-pragmatic phenomenon that conditions the success or failure of communication. Consequently, this study aims to investigate the markers of politeness and impoliteness in pupil-teacher interaction at the university stage in Spain using email, one of the most used discourse genres today. The objectives formulated for this study are: 1) To study the opinion of a group of university students on their preparedness for the composing of emails; 2) to compare the perception that the participating subjects have about their ability in the different aspects related with email composition with the competence that is seen in the composition of such texts in the analysed corpus; 3) to design a didactic intervention to teach how to compose emails, and to put it into practice so as to improve the results; 4) to compare the results after the didactic intervention. Descriptive and inferential statistical analysis has been carried out on an opinion questionnaire of 160 students on the composition of emails and on a corpus of 120 emails. A didactic intervention was then designed, based on the results obtained. Subsequently, another corpus of 60 emails was selected to compare the results from before and after the intervention. The results demonstrate considerable improvement in many aspects.

Medical Education, 2003

Background There is still a great deal to be learnt about teaching and assessing undergraduate communication skills, particularly as formal teaching in this area expands. One approach is to use the summative assessments of these skills in formative ways. Discourse analysis of data collected from final year examinations sheds light on the grounds for assessing students as 'good' or 'poor' communicators. This approach can feed into the teaching ⁄ learning of communication skills in the undergraduate curriculum.