The classroom interactions
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This document discusses a study that used discourse analysis to examine patterns of classroom interaction between teachers and students in English as a Foreign Language (EFL) classrooms. Discourse analysis was used because it allows for the analysis of authentic and naturally occurring data. The study observed single-gender EFL classes to determine if interactions were teacher-dominated or student-dominated and how patterns differed between male and female teachers and students. The analysis found that while teachers dominated classroom talk, there was little difference between male and female teachers except that female teachers were more supportive and encouraging in their feedback.
The classroom interactions
- 2. Discourse analysis is used to provide a linguistic description of the interaction which goes on in EFL classrooms.
- 3. It was used for many reasons: - Using authentic and naturally-occurring data as a source - It establishes in the process new insights into the sequencing of patterns of interaction.
- 4. What are the predominant patterns of classroom interaction between teachers and students in EFL classrooms? Are the interactions teacher-dominated or student –dominated? How are such patterns affected by genders?
- 5. The Participants The classes were single-gender, boys being taught by male teachers and girls by female ones.
- 6. Data Collection The classes were observed and audio-taped using a MP3 player. The data collector was present in the classroom as a non-participant observer.
- 7. Each class period involved: Covering homework material Teaching grammatical points, a reading passage, vocabulary items or a conversation Listening to a text either as a whole-class activity or as a pair work
- 8. Data Analysis Procedure - In the teacher talk were such utterances as ‘you’, ‘yes?’ - Some categories were too general to depict subtle distinctions in the patterns of classroom interaction between teachers and students
- 9. - During the analyzing the interaction between the teachers and the students some utterances were run into which were not analyzable using the framework proposed
- 10. A large number of discourse acts were present in Teacher-Student Talk. Some discourse acts have been added to Student-Teacher Talk. The interaction between the students reflected the use of variety of discourse acts.
- 11. There was not much difference between male and female teachers regarding their patterns of interaction with their students.
- 12. There is difference in ‘Criticism’ because it was present in female teachers’ talk and absent in male teachers’ talk.
- 13. Both male and female students made use of the same discourse acts in their interaction with their teachers.
- 14. The interaction patterns between the participants in all three types of talk showed variation. These interactions sharing some commonalities with the interaction taking place in natural contexts occurring outside the classroom
- 15. The teachers sould take up the major portion of all talk occurring in the classroom There is not much difference between male and female teachers.
- 16. Female teachers were more supportive and encouraging, providing the students with a positive evaluation more often than male teachers.