Analysing Educational Discourse: An Exploratory Study of Teacher Response and Support to Pupils' Learning1

Abstract

This paper presents a framework for the analysis of verbal interaction between teacher and pupils in primary-level EFL lessons. The analysis attempts to illuminate the support to learning which can be offered by the teacher's responsiveness to pupils. Theoretically, it seeks to relate understandings from discourse analysis and educational psychology, by suggesting ways in which the functions and patterning of classroom discourse can be understood in relation to a Vygotskian view of the interactive nature of learning. Some of the theoretical challenges which have arisen are explored. The paper is based on a research project aiming to describe forms of teacher responsiveness to pupils in relation to their effect on the potential creation of shared meaning in the classroom. The research data-base includes audio and video tapes from EFL classes in Malaysia, Malta, and Tanzania. The paper summarizes the first stage of the research, which began in the 1993/4 academic year