Abstract
Based on the IRF (initiation, response, and feedback) classroom discourse structure model proposed by Sinclair and Coulthard, this research analyzes and studies the actual corpus of Chinese classroom teaching in Thailand, focusing on the structural model of teacher-student communication discourse, mainly from two aspects of teachers’ feedback. On the one hand, it investigates whether IRF is fully applicable to Chinese classroom teaching and whether there are special situations to it. On the other hand, it attempts to summarize the discourse structure model of Chinese classroom teaching and explores the application of the research results in helping Chinese teachers improve their teaching quality in hope that constructive suggestions can be proposed for teaching Chinese as a foreign language.
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