scholarly journals Application of Critical Classroom Discourse Analysis (CCDA) in Analyzing Classroom Interaction

2011 ◽  
Vol 5 (1) ◽  
Author(s):  
Sima Sadeghi ◽  
Saeed Ketabi ◽  
Mansoor Tavakoli ◽  
Moslem Sadeghi
Keyword(s):  
Discourse Analysis ◽  
Classroom Discourse ◽  
Classroom Interaction ◽  
Classroom Discourse Analysis

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 Impacts of Positioning, Power, and Resistance on EFL Learners’ Identity Construction through Classroom Interaction: A Perspective from Critical Classroom Discourse Analysis

2020 ◽  
Author(s):  
Wenwen Tian ◽  
Remart Dumlao
Keyword(s):  
Discourse Analysis ◽  
Identity Construction ◽  
Undergraduate Students ◽  
Classroom Discourse ◽  
Classroom Interaction ◽  
Analytical Framework ◽  
Classroom Interactions ◽  
Classroom Discourse Analysis ◽  
Passive Resistance ◽  
Power And Resistance

In this study, we explored how positioning, power, and resistance might have possible impacts on learners’ identity construction. We conducted this study in a 6-month language and culture program from August 2018 to January 2019 involving one teacher and 24 English major undergraduate students at a public university in Thailand. Using Kumaravadivelu’s (1999) Critical Classroom Discourse Analysis (CCDA) as an analytical framework and Braun and Clarke's (2006) thematic analysis approach to analysing data , we found three themes that illustrate how participants demonstrated positioning, power, and resistance: (a) learners’ choice of code as passive resistance, (b) circulating power in interaction and struggles of power, and (c) multiple positioning in classroom interactions. The findings suggest classroom context serves as a learning space to shape the contours of learners’ identity positioning and dynamics of power negotiation. This study contributes to the growing research on language learners’ identity in classroom interactions from a CCDA perspective. It suggests that EFL teaching should incorporate learner identity as an explicit goal that serves as an interpretive frame for learners’ on-going academic growth as English users within and beyond classroom contexts.

TEACHER-STUDENTS DISCOURSE IN ENGLISH TEACHING AT HIGH SCHOOL (CLASSROOM DISCOURSE ANALYSIS)

2015 ◽  
Vol 1 (2) ◽  
pp. 11-26
Author(s):  
Alamsyah Harahap ◽  
Emzir Emzir
Keyword(s):  
High School ◽  
Discourse Analysis ◽  
Classroom Discourse ◽  
Teaching And Learning ◽  
Analysis Model ◽  
High School English ◽  
Classroom Discourse Analysis ◽  
English Teaching ◽  
Teacher Students ◽  
English Classroom

English classroom's process of teaching and learning is an important aspect of successful English teaching and learning. The analysis of classroom discourse is a very important form which the classroom process research has taken place. The present study focuses on SMA (high school) English classroom discourse. The microethnography of Spradley was the research method deployed. Through a detailed description and analysis of the collected data referring to Sinclair and Coulthard’s classroom discourse analysis model, the problem of patterns of the classroom discourse is made clear. On the basis of the discourse patterns' problem found, a few strategies for high school English teachers are put forward through the teacher training in order to improve English teaching and learning at high school in Indonesia. The research results showed that teacher talk highly dominated the English classroom discourse; 94% of teacher-students talk. IRF Model of Sinclair and Coulthard was not found in the English classroom (only IF pattern) and no lesson achieved.

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 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.

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