DISCOURSE IN THE

L A N G UAG E C L A S S RO O M
I N T E R AC T I O N

Pribadi Hadhi
1206335703
Lets get these terms fixed!

Classroom Language

Discourse in the Classroom Language

Classroom Interaction Analysis

 Classroom Language

The language used by teachers

and children doing educational
activities in schools. It is used to
refer to the spoken language rather
than to what is read written.

(N. Mercer, 1995)

Discourse in the Classroom Language

A matter of the oral use of

language in classroom devoted to
the development of any language
other than the learners first.

(D. Allwright, 1988)

Classroom Interaction Analysis

A set of tools developed as the

systematic way to discover and find
out what really occurs during the
process of teaching and learning
and educational activities in
classroom.
 TOPICS BEING DISCUSSED
Purposes of
Studying
Language Functions of
Language Classroom Spoken
Classroom Discourse Language in the
Discourse: Issue
classroom
in the 1990s

Concepts of
Classroom Flanders Model
Interaction Initiation-
Response-
Feedback (IRF)
Model
Language Classroom Discourse:
Issue in 1990s

Teachers domination of talk in quantitative and

functional term
1

The role of feedback

2

Classroom Discourse as Unequal Encounter

3

Gender Distinctions
4
Purposes of Studying
Language Classroom Discourse

Improving classroom pedagogic practice through

interaction feedback
1

Providing information about current classroom practice

2

Monitoring and investigating educational experiments

3 and innovations

Developing a general theory of discourse

4
Functions of Spoken
Language in the Classroom

To inform or to instruct
1

To asses students learning through talk

2

To control students behavior

3

As a means for developing shared understanding

4
Concepts of Classroom interaction is the form

Classroom Interaction
and content of behavior or social
interaction in the classroom
(Marshal, 1998).

Classroom interaction covers

classroom behaviors such as turn-
taking, questioning and answering,
negotiation of meaning and
feedback.

Concept of (Chaudron, 1988: 10).

Classroom Interaction Interaction is the collaborative

exchange of thoughts, feelings or
ideas between two or more people,
resulting in a reciprocal effect on
each other.
(Brown, 2000:165)

Through interaction , students can

increase their language store as they
listen to or read authentic linguistic
material.
(Rivers, 1970: 4)
Initiation-Response-Feedback (IRF) Model
LESSON

TRANSACTION

BOUNDARY TEACHING
EXCHANGE EXCHANGE

FRAMING FOCUSING OPENING ANSWERING FOLLOW-UP

MOVE MOVE MOVE MOVE MOVE

ACT ACT ACT ACT ACT

(Sinclair and Coulthard, 1975)

Initiation-Response-Feedback (IRF) Model
Realization
No Act Abbreviation Function
(example)
1 Accept acc Shows the teacher has heard correct information Yes, No, Good, Fine.
Shows the students has heard and understood the Yes, Cor, Ok, Wow
2 Acknowledge ack
initiation and intends to react mm
Statement / Question/
3 Aside z Shows the teacher is talking to himself/herself
Command
Sir, Miss, teachers
4 Bid b Signals a desire to contribute to the discourse name / raised hand/
heavy breathing.
Finished?, Ready?/
5 Check ch Enables the teacher to check progress
Question
Hands Up, Dont call
6 Cue c Evokes an appropriate bid out, Is (students name)
the only one?
Provides additional information to facilitate a correct Statement / Question/
7 Clue cl
response Command
Exemplifiers / justifies/ expands and provides additional Statement / Tag
8 Comment com
information question
9 Conclusion con Summaries Anaphoric statement

10 Directive dir Command

Requests a non-linguistic response
11 Elicitation el Request a linguistic response Question
Good. Interesting,
12 Evaluation e Evaluates a response Yes/ Statement /
Question Tag
Initiation-Response-Feedback (IRF) Model
Realization
No Act Abbreviation Function
(example)
13 Informative i Provides information Statement
Returns the discourse to the stage it was at before the pardon, You what,
14 Loop l
student responded Eh, Again, Pardon
Well;, Right, OK,
15 Marker m Marks boundaries in the discourse
Now, Good, Alright
16 Metastatement ms Refers explicitly to the development of the lesson Cataphoric statement
Calls or gives permission to a student to contribute to You, Yes, Anybody,
17 Nomination n
the discourse John
Go on, Come on,
18 Prompt p Reinforces an elicitation or directive
Hurry up
19 React rea Provides a non-linguistic response to a directive Non linguistic action
Statement / question/
20 Reply rep Provides a linguistic response to an elicitation
Nod
21 Silent Stress ^ Highlights a marker Pause
Statement / Question /
22 Starter s Provides information to facilitate a response
Command

(Sinclair and Coulthard, 1992)

Initiation-Response-Feedback (IRF) Model
Teacher : Do you write all the cards by hand?
Student : Stamp and hand
Teacher : Stamp and hand. Oh.
Exchange Exchange Initiation Act Response Act Feedback Act
Number Type
1 Eliciting Do you write El Stamp and Rep Stamp and Acc
all the cards Map Map. /
by hand? Oh. Ack

(Opening M) (Answering M) (FollowUp M)

Flanders CIA Model

(Flanders, 1992)
 1. ACCEPTS FEELING: accepts and clarifies the feeling tone of the students in a non-threatening manner.
Feelings may be positive or negative. Predicting or recalling feelings are included.

2. PRAISES OR ENCOURAGES: praises or encourages students action or behavior. Jokes that release
tension, not at the expense of another individual, nodding head or saying, um hm? or go on are
included.
INDIRECT
3. ACCEPTS OR USES IDEAS OF STUDENT: clarifying, building, or developing ideas suggested by a
INFLUENCE
TEACHER TALK

student. As a teacher brings more of his own ideas into a play, shift a category five.

4. ASKS QUESTIONS: asking a question about content or procedure with the intent that a student answers.

1. LECTURING: giving facts or opinions about content or procedure: expressing his own ideas, asking
rhetorical questions.

2. GIVING DIRECTIONS: directions, commands, or orders to which a student is expected to comply.

DIRECT 3. CRITICIZING OR JUSTIFYING AUTHORITY: statements intended to change student behavior from
INFLUENCE non-acceptable to acceptable pattern; bawling someone out; stating why is the teacher doing what he is
doing; extremely self-reference.

1. STUDENTS TALK-RESPONSE: a student makes a predictable response to teacher. Teacher initiates the
contact or solicits student statement and sets limits to what the student says.

STUDENTS TALK 2. STUDENT TAK-INITIATION: talk by students which they initiate. Unpredictable statements in
response to teacher. Shift from 8 to 9 as students introduces own ideas.

SILENCE OR CONFUSION:
pauses, short periods of silence, and periods of confusion in which communication cannot be understood by observer.
Thanks