Using Discourse Analysis to Improve Classroom Interaction

2010 ◽  
Author(s):  
Lesley A. Rex
Keyword(s):  
Discourse Analysis ◽  
Classroom Interaction

scholarly journals PRAKTEK KEKUASAAN DAN DOMINASI GURU DI DALAM KELAS DITINJAU DARI STRUKTUR WACANA PEDAGOGIK PEMBELAJARAN BAHASA INGGRIS

2015 ◽  
Vol 9 (1) ◽  
pp. 19
Author(s):  
Hamzah Hamzah ◽  
Kurnia Ningsih
Keyword(s):  
Discourse Analysis ◽  
Key Words ◽  
Critical Discourse Analysis ◽  
Conversation Analysis ◽  
Learning Process ◽  
Classroom Discourse ◽  
Teaching And Learning ◽  
Classroom Interaction ◽  
Critical Discourse ◽  
English Teacher

This study is aimed at exploring the way the English teachers at senior high schools exercise power and domination during the teaching and learning process. Conversation analysis and critical discourse analysis were used to analyze the data. The data were generated from thirty transcripts of classroom interaction comprising of two academic hour session for each transcript. The findings of this study revealed that the English teacher still exercised strong power and domination in the classroom. Most exchanges were initiated by the teacher (93%), and the students involvements were limited to providing responses in accordance with the information initiated by their teacher. The teachers’ domination was also seen in the length of the turns. The teachers normally had extended turn comprising one clause or more, while students’ contributions were normally short consisting of one word, one phrase, and one clause was the longest in each turn. Beside the two indicators, the teachers’ power and domination were seen in controlling the topic, giving instruction, asking close questions and providing correction. Key words: conversation, classroom discourse, power and domination

scholarly journals Mediating Wor(l)ds: Teaching and Learning of Mathematics in English in Malaysia

2021 ◽  
Author(s):  
◽  
Assunta Carolina Antonysamy
Keyword(s):  
Discourse Analysis ◽  
Mathematics Education ◽  
Teaching And Learning ◽  
Classroom Interaction ◽  
Social World ◽  
Extended Model ◽  
Academic World ◽  
Mathematical Content ◽  
The Social ◽  
Teaching Of Mathematics

<p>This study investigates the implementation of ETeMS (English for the Teaching of Mathematics and Science) policy in Malaysia. Teachers, who learnt mathematics and were trained to teach mathematics in Bahasa Melayu, have had to teach mathematics in English since the implementation of ETeMS. This study observes two teachers and their teaching of mathematics in English to ten-year-old students. The study draws on sociocultural and sociolinguistic theories of classroom research which strongly advocate that education is a process of interaction. Both theories place importance on the joint construction of meaning through classroom interaction. The research mainly seeks to understand how teaching and learning is mediated in classrooms through the new medium of instruction. Adapting Erickson’s (1982) proposed constructs: academic and social participation structures, the study investigates the academic world and social world of linguistically altered mathematics classrooms. Sinclair and Coulthard’s (1975) discourse analysis tool has been adapted to study the teaching and learning of mathematics in English. Principles from conversation analysis and critical discourse analysis have been drawn upon to study the social world of linguistically altered classroom. Analysis of the classroom interaction showed that the academic world of linguistically altered classrooms is still heavily reliant on triadic dialogue. Despite that, teacher talk, through various discursive practices, was found to be an important mediating tool for mathematical content and mathematical English. Mathematical content and mathematical English were also shown to be jointly constructed through the use of several other mediating tools. The study revealed that there is more of an emphasis on teaching for testing than teaching for understanding, hence more attention to procedural fluency than to conceptual understanding, thus more emphasis on calculation discourse than on conceptual discourse. However, once the content and concept has been jointly constructed, students take some ownership of the classroom interaction. As well as the academic world, the study investigates how the new language of instruction mediates the social world of the classroom. The study found that the new medium (re)creates the social world of the classroom as teachers and students position and (re)position themselves and each other, and (re)establish their identities and sense of agency through the new language. From the insights gleaned from this study, the inter-relationship between ETeMS policy on paper and ETeMS policy in practice is explored. Some important implications for policy, practice and inter-disciplinarity in mathematics education and applied linguistics are discussed. The thesis concludes by proposing an adapted and extended model of mathematics education and directions for future research.</p>

scholarly journals Discourse Analysis of Teacher and Students in Pre-Intermediate English Class

2021 ◽  
Vol 7 (1) ◽  
pp. 28
Author(s):  
Mohammad Shah Zaki
Keyword(s):  
Discourse Analysis ◽  
University Students ◽  
Language Learning ◽  
Classroom Discourse ◽  
Classroom Observation ◽  
Classroom Interaction ◽  
Initial Response ◽  
Class Participation ◽  
English Class

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 were ungrammatical.

Studying the Suitability of Discourse Analysis Methods for Emotion Detection and Interpretation in Computer-Mediated Educational Discourse

2013 ◽  
pp. 119-143
Author(s):  
Thanasis Daradoumis ◽  
Marta María Arguedas Lafuente
Keyword(s):  
Discourse Analysis ◽  
Classroom Interaction ◽  
Emotion Detection ◽  
Learning Contexts ◽  
Analysis Methods ◽  
Educational Environments ◽  
Computer Mediated ◽  
Depth Study ◽  
E Learning ◽  
Regulation Of Emotion

Conversation analysis (CA) and discourse analysis (DA) methods have been widely used to analyse classroom interaction in conventional educational environments and to some extent in e-learning environments, paying more attention to the ’quality’ and purposes the discourse serves to accomplish in its specific context. However, CA and DA methods seem to ignore emotion detection and interpretation when analysing learners’ interaction in online environments. Effective regulation of emotion, motivation and cognition in social interaction has been shown to be crucial in achieving problem-solving goals. The aim of this chapter is to provide an in-depth study on the possibility of applying discourse analysis methods in e-learning contexts with implications for emotion detection, interpretation and regulation. The result of this study shows whether a comprehensive approach that includes DA methodological solutions and constructivist strategies (e.g., cognitive dissonance) for emotion detection and interpretation can be elaborated and applied.

scholarly journals Mediating Wor(l)ds: Teaching and Learning of Mathematics in English in Malaysia

2021 ◽  
Author(s):  
◽  
Assunta Carolina Antonysamy
Keyword(s):  
Discourse Analysis ◽  
Mathematics Education ◽  
Teaching And Learning ◽  
Classroom Interaction ◽  
Social World ◽  
Extended Model ◽  
Academic World ◽  
Mathematical Content ◽  
The Social ◽  
Teaching Of Mathematics

<p>This study investigates the implementation of ETeMS (English for the Teaching of Mathematics and Science) policy in Malaysia. Teachers, who learnt mathematics and were trained to teach mathematics in Bahasa Melayu, have had to teach mathematics in English since the implementation of ETeMS. This study observes two teachers and their teaching of mathematics in English to ten-year-old students. The study draws on sociocultural and sociolinguistic theories of classroom research which strongly advocate that education is a process of interaction. Both theories place importance on the joint construction of meaning through classroom interaction. The research mainly seeks to understand how teaching and learning is mediated in classrooms through the new medium of instruction. Adapting Erickson’s (1982) proposed constructs: academic and social participation structures, the study investigates the academic world and social world of linguistically altered mathematics classrooms. Sinclair and Coulthard’s (1975) discourse analysis tool has been adapted to study the teaching and learning of mathematics in English. Principles from conversation analysis and critical discourse analysis have been drawn upon to study the social world of linguistically altered classroom. Analysis of the classroom interaction showed that the academic world of linguistically altered classrooms is still heavily reliant on triadic dialogue. Despite that, teacher talk, through various discursive practices, was found to be an important mediating tool for mathematical content and mathematical English. Mathematical content and mathematical English were also shown to be jointly constructed through the use of several other mediating tools. The study revealed that there is more of an emphasis on teaching for testing than teaching for understanding, hence more attention to procedural fluency than to conceptual understanding, thus more emphasis on calculation discourse than on conceptual discourse. However, once the content and concept has been jointly constructed, students take some ownership of the classroom interaction. As well as the academic world, the study investigates how the new language of instruction mediates the social world of the classroom. The study found that the new medium (re)creates the social world of the classroom as teachers and students position and (re)position themselves and each other, and (re)establish their identities and sense of agency through the new language. From the insights gleaned from this study, the inter-relationship between ETeMS policy on paper and ETeMS policy in practice is explored. Some important implications for policy, practice and inter-disciplinarity in mathematics education and applied linguistics are discussed. The thesis concludes by proposing an adapted and extended model of mathematics education and directions for future research.</p>

scholarly journals When nontraditional meets traditional: Understanding nontraditional students through classroom discourse analysis

2010 ◽  
Vol 34 (6) ◽  
pp. 14
Author(s):  
Brian Rugen
Keyword(s):  
Discourse Analysis ◽  
Nontraditional Students ◽  
Learning Styles ◽  
Classroom Discourse ◽  
Teacher Research ◽  
Classroom Interaction ◽  
Oral Communication ◽  
Nontraditional Student ◽  
Classroom Discourse Analysis ◽  
Patterns Of Interaction

Nontraditional students often have different learning styles and individual needs compared to their younger classmates. They are generally highly motivated and have a more fully developed set of life skills as well. In Japan, as the number of nontraditional students increases, one concern that needs to be addressed involves the learning conditions language teachers create for increasingly mixed classes of traditional and nontraditional students. This paper demonstrates how classroom discourse analysis, as a form of teacher research, can address this concern. By studying the patterns of interaction with and between students, a teacher can gain a better understanding of how nontraditional students are positioned in classroom contexts and how this positioning may afford or deny opportunities for learning. First, I discuss classroom discourse analysis and offer a few practical suggestions on how teachers can get started researching the patterns of interaction in their own classrooms. Then, I present an example of my own teacher research on classroom interaction from an oral communication class. The example illustrates how a classroom interaction between a nontraditional student and teacher fails to affirm the L2 identity a nontraditional student fashions in the conversation.

scholarly journals The Impact of Teacher Questioning on Creating Interaction in EFL: A Discourse Analysis

2017 ◽  
Vol 10 (6) ◽  
pp. 135 ◽  
Author(s):  
Mona Yousef Al-Zahrani ◽  
Abdullah Al-Bargi
Keyword(s):  
Discourse Analysis ◽  
Foreign Language ◽  
English Language ◽  
Classroom Interaction ◽  
Video Recordings ◽  
Efl Classrooms ◽  
English Language Institute ◽  
The Impact ◽  
English Students ◽  
Do So

This study examines the effect of questions on fostering interaction in English as a Foreign Language (EFL) classrooms. It also seeks to determine the characteristics of questions that promote increased classroom interaction. Data were collected through video recordings of EFL classrooms which were analyzed using Discourse Analysis techniques. Participants in the study are consisted of a group of intermediate-level English students at the English Language Institute (ELI) of a Saudi Arabian university. First, participating classes were video-recorded and the data gathered was transcribed. The questions asked in each class were then divided into two groups: questions that were deemed to promote classroom interaction and questions that failed to create classroom interaction. Finally, the defining features of each group of questions were determined. Results showed a correlation between the questions’ characteristics and the creation of classroom interaction. In other words, some question types significantly improved classroom interaction while others failed to do so.

scholarly journals CLASSROOM INTERACTION PATTERNS IN EFL CLASSROOM AT JAKARTA INTENSIVE LEARNING CENTRE (JILC)

2018 ◽  
Vol 6 (2) ◽  
Author(s):  
Lisanty AD Indira Fibri
Keyword(s):  
High School ◽  
Discourse Analysis ◽  
Data Collection ◽  
Junior High School ◽  
Knowledge Exchange ◽  
Classroom Interaction ◽  
Study Finding ◽  
Qualitative Approach ◽  
Interaction Patterns ◽  
Teacher Students

This study aims at revealing what are the interaction patterns, interaction exchanges, and impacts of interaction in EFL Classroom. The samples of this study are the teacher and students of junior high school in one of the courses in Makassar, namely Jakarta Intensive Learning Centre (JILC). The approach employed in this study is qualitative approach. The type of this study belongs to discourse analysis (DA). Data collection of this study was conducted through (1) recording, (2) observation, and (3) interview. The study findings shows that the used of teacher students pattern as the dominant pattern that the teacher applied. The knowledge exchange is the dominant exchange that the teacher applied in classroom, it depends on the material that the teacher transferred for her students. The study finding shows the positive impacts from interaction that the teacher applied in EFL Classroom.

scholarly journals Spoken Discourse Analysis of Senior High Schools English Classroom Purworejo, Central Java

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Sudar
Keyword(s):  
High Schools ◽  
Discourse Analysis ◽  
Language Use ◽  
Descriptive Analysis ◽  
Classroom Interaction ◽  
English Teachers ◽  
Analysis Model ◽  
Spoken Discourse ◽  
Central Java ◽  
Qualitative Descriptive

Discourse analysis is one of the linguistics which investigate language use naturally. The classroom interaction is one of the field of the study of the language use naturally. How is the English teachers and their students developed discourse pattern in the classroom interaction? The purpose of this study is to describe the using of discourse pattern implemented in the classroom by English teachers and their students. The results of this study gives significant contribution to the English teaching leaning process, particularly for the teachers in order that they can cultivate and organize the classroom dynamically, further teachers and students are able to create challenging classroom interaction. To analyze the data, the researcher used the qualitative descriptive research. The researcher used the qualitative descriptive analysis which is developed by Mile &amp;Huberman, (1994). Based on the data analysis, it is fund that discourse pattern which is created by Siclair-Coulthard analysis model (1975) cited in (Charthy, 1993) is used by English teachers and their students differently. It meant that the English teachers and their students implemented the discourse pattern in the classroom based on the setting of nine different senior high schools in the different environments. Discourse pattern used in the excellent senior high schools are different from the classical senior high schools in the southern part of central Java, Indonesia.

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