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Classroom Discourse Analysis

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Lastly, i looks at perlocutionary effects of speech. Discourses analysis provides the difference between direct speech and indirect speech, i that, drect speech depends on perlocutionary effects, wile indirect speech occurs when an illocutionary act is performed. Brmingham school of discourse analysis emanated from classroom discourse analysis (Maybin, 2010). Tis exposed a step by step model of discourse structure which is; lcture, tansaction, iteraction, wich is mainly extensively subjugated impending, ad has been the normal progression of moves inside a teaching discussion. Iitiating moves made by the teacher, aswering made by the students, ad feedback move made by the teacher are part of classroom discourse analysis.

Tis is referred to as, “RF” model, ad it can be found in other sectors such as consultations made by patient to doctor and other informal discussions. I the concluding move, wich is follow-up activity, i expected to engage some sort of individual motivational assessment, fr instance, ecouraging student’s moribund through the teacher’s initiation. Acording to Birmingham model discourse analysis in a classroom situation, te language of traditional native speaker forms a pattern.

Tachers and learners speak according to the rigid patterns. Tis pattern allows interaction between the teacher and the students. Te teacher starts an activity then students give their responses. Aditionally, te teacher starts the lesson by giving a clear beginning and conclusion of the lesson. Te teacher takes control of the class, bt engages the learners in the teaching learning process. Tis process is referred to as framing mood where the teacher and his students share utterances. Te framing move together with the utterances and questioning constitutes a that creates a feeling of what is being done by the language in a classroom context.

I English language, faming transactions are formal in that they are structured as right, oay, aongst others. Te classroom interaction between the teacher and students has a structure, i that the teacher asks questions, sudents respond and then the teacher acknowledges their responses. Te pattern is repeated throughout the lesson as learning takes place. Terefore, squence in classroom situation follows TPT, TT, TT, TT…. aunit known as an exchange that consists of question and...

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