Abstract
English classroom teaching and learning is an important aspect of English teaching and learning. The analysis of classroom discourse is a very important form which classroom process research has taken. The present study focuses on college English classroom discourse. Through a detailed description and analysis of the collected data by referring to Sinclair and Coulthard’s classroom discourse analysis model, the problem of patterns of the classroom discourse is made clear and on the basis of which a few strategies for college English teachers are put forward by the author in order to improve college English teaching and learning.
Highlights
Discourse is defined as “the language in use” (Cook, 1989:6) and discourse analysis is concerned with the “the analysis of language in use” (Brown and Yule, 1983:1)
The discourse analysis by Sinclair and Coulthard (1975) is for classroom situations where the teacher exerts the maximum amount of control over the structure of the discourse (Michael McCarthy, 2002).The above table shows us that several discourse patterns appear simultaneously in one class, with IRF pattern accounting for 35.42% on average, IR pattern 21.88%,IIbRF 16.67% and I pattern 13.54%
Sinclair and Coulthard’s model can be applied to college English classroom discourse analysis in that there were quite a lot patterns found agreeing with their model there existed some discrepancy
Summary
Discourse is defined as “the language in use” (Cook, 1989:6) and discourse analysis is concerned with the “the analysis of language in use” (Brown and Yule, 1983:1). This theory has been used by Sinclair and Coulthard (Andrew Atkins, 2001) to create a model for spoken discourse analysis which is commented on by Malouf (Andrew Atkins,2001) who says “the strongest effort to implement Halliday’s ideas in a well- grounded, descriptively adequate theory of discourse has been made by Sinclair and Coulthard (1992)...developed as a tool for systematic study of classroom discourse, concentrating mainly on interactions between the teacher and individual students” This is echoed by McCarthy (Michael McCarthy, 2002) who says “it is very useful for analyzing patterns of interaction where talk is relatively tightly structured”. It should be suitable for analyzing the college English classroom discourse patterns
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