A Study of EFL Classroom Discourse from the Perspectives of both DA and CA
In order to get the deeper understanding of EFL classroomdiscourse, the researcher displays the process of EFLclassroom discourse through the analytical instrumentsof both DA and CA. It is found that there are severaldiscourse structures in the EFL classroom discourse fromthe perspective of DA, it is more complex than the singleIRF structure which also including the IRFR structure,theIR [I1R1 … (InRn)] F structure and the IR1F1R2F2 …RnFnstructure. From the perspective of CA, the researchshows that quite a few conversational skills are usedin the EFL classroom discourse, such as turn-taking,conversation repair, interruption and repetition. It isconcluded that the students generally play a passive roleinEFL classroom discourse, especially in teacher-studentinteraction. Itshould be the joint effort of teacher andstudents to increase students’ contributionin classroomdiscourse and interaction.
Key words: Discourse analysis; Conversationanalysis; IRF model; Turn-taking; ESL classroom
- There are currently no refbacks.
If you have already registered in Journal A and plan to submit article(s) to Journal B, please click the CATEGORIES, or JOURNALS A-Z on the right side of the "HOME".
We only use three mailboxes as follows to deal with issues about paper acceptance, payment and submission of electronic versions of our journals to databases:
email@example.com; firstname.lastname@example.org; email@example.com
Copyright © 2010 Canadian Research & Development Center of Sciences and Cultures
Address: 730, 77e AV, Laval, Quebec, H7V 4A8, Canada
Telephone: 1-514-558 6138