Exploring the Impact of Classroom Interactional Discourse on Preparatory Students’ Oral Production of the Target Language

Haytham M. Badr

Abstract


The current qualitative study aims at discovering the classroom interactional discourse of an English grammar lesson for students at a preparatory level and its impact on students’ oral production of the target language. The ethnographic observation method is employed and a high quality audio-tape recorder is used to gather and analyse the research data. The findings indicate that the “initiation- response- feedback” (IRF) structure is a predominant element during the classroom interactional discourse, and students’ poor oral production during the classroom spoken discourse, as revealed by this study, is attributed to the negative impact of this element among other factors such as the type of teachers’ questions and students’ responses. The study provides some recommendations about the best instructional practices that can be used in the classroom to enhance students’ richer oral production of the target language.

Keywords


Classroom Discourse, Discourse Analysis, Conversation Analysis, Interaction Analysis, IFR Structure, ZPD

Full Text:

PDF

References


Brock, C. (1986). The Effects of Referential Questions on ESL Classroom Discourse. TESOL Quarterly, 20(1), 47-59. https://doi.org/10.2307/3586388

Brophy, J. (2004). Motivating students to learn. (2 nd ed.). Mahwah, NJ: Lawrence Erlbaum Associates.

Çakır, H. & Cengiz, O. (2016). The Use of Open Ended Versus Closed Ended Questions in Turkish Classrooms. Open Journal of Modern Linguistics, 6(2), 60-70. https://doi.org/10.4236/ojml.2016.62006

Cazden. C. & Beck, S. (2003). Classroom discourse. In A. C. Graesser, M. A. Gemsbacher & S. R. Goldman (Eds), Handbook of discourse process (pp. 165-197). Mahwah, NJ: Lawrence Ertbaum.

Chaudron, C. (1988). Second language classrooms: Research on teaching and learning. New York: Cambridge University Press. https://doi.org/10.1017/CBO9781139524469

Creswell, J. (2009). Research design: Qualitative, quantitative, and mixed methods approaches. (3 rd ed.). Los Angeles: Sage.

Cullen, R. (2002). Supportive Teacher Talk: The Importance of the F-Move. ELT Journal, 56(2), 117-127. https://doi.org/10.1093/elt/56.2.117

Edwards, A. & Westgate, D. (1994). Investigating classroom talk. (2 nd ed.). London: Falmer.

Fetterman, D. (2010). Ethnography: Step by step. (3 rd ed.). Thousand Oaks, CA: Sage.

Firth, A. & Wagner, J. (2007). On Discourse, Communication, and (some) Fundamental Concepts in SLA Research. Modern Language Journal, 91(s1), 757–772. https://doi.org/10.1111/j.1540-4781.2007.00667.x

Grbich, C. (1999). Qualitative research in health: An introduction. London: Sage Publications.

Hall, J. & Verplaetse, L. (2000). Second and foreign language learning through classroom interaction. Mahwah, N.J.: Erlbaum. https://doi.org/10.4324/9781410605498

Hall, J. & Walsh, M. (2002). Teacher-Student Interaction and Language Learning. Annual Review of Applied Linguistics, 22, 186-203. https://doi.org/10.1017/S0267190502000107

Heath, S. (1982). Questioning at home and at school: A comparative study. In G. Spindler (Eds), Doing the ethnography of schooling: Dedicational anthropology in action (pp. 102-131). New York: Holt, Rinehart and Winston.

Heritage, J. (2004). Conversation analysis and institutional talk: Analyzing data. In D. Silverman (Eds), Qualitative research: Theory, method and practice. (2 nd ed.) (pp. 222-245). London: Sage Publication.

Hogan, K., Nastasi, B. & Pressely, M. (2000). Discourse Patterns and Collaborative Scientific Reasoning in Peer and Teacher-Guided Discussion. Cognition and Instruction, 17(4), 379-432. https://doi.org/10.1207/S1532690XCI1704_2

Israel, M. & Hay, I. (2008). Research ethics for social scientists: Between ethical conduct and regulatory compliance. Los Angeles: Sage.

Jarvis, J. & Robinson, M. (1997). Analyzing Educational Discourse: An Exploratory Study of Teacher Response and Support to Pupils’ Learning. Applied Linguistics, 18(2), 212-228. https://doi.org/10.1093/applin/18.2.212

Kessler, C. (1992). Cooperative language learning: A teacher’s resource book. Englewood Cliffs: Prentice-Hall Regents.

Lee, Y. (2007). Third Turn Position in Teacher Talk: Contingency and the Work of Teaching. Journal of Pragmatics, 39(1), 180-206. https://doi.org/10.1016/j.pragma.2006.02.004

Lee, Y., Kinzie, M. & Whittaker, J. (2012). Impact of Online Support for Teachers’ Open-Ended Questioning in Prek Science Activities. Teaching & Teacher Education, 28, 568-577. https://doi.org/10.1016/j.tate.2012.01.002

Lin, A. (2007). What’s the Use of “Triadic Dialogue”: Activity Theory, Conversation Analysis and Analysis of Pedagogical Practices. Pedagogies, 2(2), 77–94. https://doi.org/10.1080/15544800701343943

Liu, Y. (2008). Teacher-Student Talk in Singapore Chinese Language Classrooms: A Case Study of Initiation/Response/Follow Up (IRF). Asia Pacific Journal of Education, 28(1), 87–102. https://doi.org/10.1080/02188790701850071

Lyle, S. (2008). Dialogic Teaching: Discussing Theoretical Contexts and Reviewing Evidence from Classroom Practice. Language and Education, 22(3), 222-240. https://doi.org/10.1080/09500780802152499

Markee, N. (2005). Conversation analysis for second language acquisition. In E. Hinkel (Eds), Handbook of research in second language teaching and learning (pp. 355-374). Mahwah, NJ: Lawrence Erlbaum Associates.

McCafferty, S., Jacobs, G. & Iddings, A. (2006). Cooperative learning and second language teaching. Cambridge: Cambridge University Press.

Mehan, H. (1979). Learning lessons: The social organization in the classroom. Cambridge, Mass.: Harvard University Press. https://doi.org/10.4159/harvard.9780674420106

Meyer, D. & Turner, J. (2002). Using Instructional Discourse Analysis to Study the Scaffolding of Student Self-Regulation. Educational Psychologist, 37(1), 17-25. https://doi.org/10.1207/S15326985EP3701_3

Molinari, L., Mameli, C. & Gnisci, A. (2013). A Sequential Analysis of Classroom Discourse in Italian Primary Schools: The Many Faces of the IRF Pattern. British Journal of Educational Psychology, 83(3), 414-430. https://doi.org/10.1111/j.2044-8279.2012.02071.x

Morine-Dershimer, G. (1985). Talking, listening, and learning in elementary classrooms. New York: Longman.

Myhill, D. (2006). Talk, Talk, Talk: Teaching and Learning in Whole Class Discourse. Research Papers in Education, 21(1), 19–41. https://doi.org/10.1080/02671520500445425

Nassaji, H. & Wells, G. (2000). What's the Use of Triadic Dialogue: An Investigation of Teacher-Student Interaction. Applied Linguistics, 21(3), 376-406. https://doi.org/10.1093/applin/21.3.376

Nathan, M. & Knuth, E. (2003). A Study of Whole Classroom Mathematical Discourse and Teacher Change. Cognition and Instruction, 21(2), 175-207. https://doi.org/10.1207/S1532690XCI2102_03

Nolen, S. (2007). Young Children’s Motivation to Read and Write: Development in Social Contexts. Cognition and Instruction, 25, 219-270. https://doi.org/10.1080/07370000701301174

Nunan, D. (1989). Understanding language classrooms: A guide for teacher-initiated action. Englewood Cliffs, N.J.: Prentice-Hall.

Nunan, D. & Bailey, K. (2009). Exploring second language classroom research: A comprehensive guide. Boston, MA: Heinle, Cengage Learning.

O’Connor, C. & Michaels, S. (2007). When Is Dialogue ‘Dialogic’. Human Development, 50(5), 275–285. https://doi.org/10.1159/000106415

Richards, J. & Rodgers, T. (2001). Approaches and methods in language teaching: A description and analysis. (2 nd ed.). Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511667305

Robitaille, Y.P. & Maldonado, N. (2015). Teachers’ Experiences Relative to Successful Questioning and Discussion Techniques. American International Journal of Contemporary Research, 5(1), 7-16.

Sacks, H., Schegloff, E. & Jefferson, G. (1974). A Simplest Systematics for the Organization of Turn-Taking in Conversation. Language, 50(4), 696-735. https://doi.org/10.2307/412243

Seedhouse, P. (2004). The interactional architecture of the language classroom: A conversation analysis perspective. Malden, MA: Blackwell.

Sinclair, J. & Coulthard, R. (1975). Towards an analysis of discourse: The English used by teachers and pupils. London: Oxford University Press.

Tsui, A. (1985). Analyzing Input and Interaction in Second Language Classrooms. RELC Journal, 16(1), 8-32. https://doi.org/10.1177/003368828501600102

Turner. J. & Patrick, H. (2004). Motivational Influences on Student Participation in Classroom Learning Activities. Teacher College Record, 106 (9), 1759-1785. https://doi.org/10.1111/j.1467-9620.2004.00404.x

Van Lier, L. (1996). Interaction in the language curriculum: Awareness, autonomy and authenticity. New York: Longman.

Vygotsky, L. (1978). Mind in society: Development of higher psychological processes. Cambridge: Harvard University Press.

Walsh, S. (2006). Investigating classroom discourse. London: Routledge. https://doi.org/10.4324/9780203015711

Webb, N., Franke, M., Ing, M., Chan, A., De, T., Freund, D. & Battey, D. (2008). The Role of Teacher Instructional Practices in Student Collaboration. Contemporary Educational Psychology, 33(3), 360-381. https://doi.org/10.1016/j.cedpsych.2008.05.003

Webb, N., Nemer, K. & Ing, M, (2006). Small-Group Reflections: Parallels between Teacher Discourse and Student Behavior in Peer-Directed Groups. Journal of the Learning Sciences, 15(1), 63-119. https://doi.org/10.1207/s15327809jls1501_8

Wells, G. (1993). Reevaluating the IRF Sequence: A Proposal for the Articulation of Theories of Activity and Discourse for the Analysis of Teaching and Learning in the Classroom. Linguistics and Education, 5(1), 1-37. https://doi.org/10.1016/S0898-5898(05)80001-4

Wilen, W. (2004). Refuting Misconceptions about Classroom Discussion. Social Studies, 95(1), 33–39. https://doi.org/10.3200/TSSS.95.1.33-39

Wolcott, H. (1994). Transforming qualitative data: Description, analysis, and interpretation. Thusand Oaks, CA: Sage.

Wolcott, H. (2008). Ethnography: A way of seeing. (2 nd ed.). Walnut Creek, CA: Altamira.

Yang, C. (2010). Teacher Questions in Second Language Classrooms: An Investigation of Three Case Studies. Asian EFL Journal, 12(1), 181-201.


Refbacks

  • There are currently no refbacks.


Bookmark and Share


Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

2012-2023 (CC-BY) Australian International Academic Centre PTY.LTD. 

International Journal of Applied Linguistics and English Literature

To make sure that you can receive messages from us, please add the journal emails into your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders.