Abstract
This paper compares and analyzes the classroom discourse of English language teachers at secondary level. An English teacher at this level has an enormous responsibility upon his shoulders because he has not only to cover the syllabus in time but also has to develop language skills in his students while preparing the students well for the upcoming board exam. This study makes a comparison of the discourse of two English teachers—one from the private sector and the other from the public sector. The discourse of an English teacher has a direct impact on the performance of his or her students. The present paper provides an initial cursory glance at the result in both sectors.
Highlights
The word “discourse” comes from the Latin “discursus” which means “to run to and fro”
The current study addresses the following research questions: 1) What can we learn from a comparative analysis of the classroom discourse of English language teachers in private and public sector at higher secondary level?
The results revealed by the research instruments used in this study-observation and open-ended questionnaire give us some insight into the existing situation in our education system at higher secondary level
Summary
The word “discourse” comes from the Latin “discursus” which means “to run to and fro”. The term discourse analysis was first employed by Zelling Harris, when he published a paper entitled “Discourse Analysis”. He used this term to designate “a method for the analysis of the connected speech or writing for continuing descriptive linguistics beyond the limit of a single sentence at a time for regulating culture and language” (Harris, 1952). According to Betsy Rhymes, discourse analysis is the study of how language is affected by the context of its use, Talk within the lesson, students’ entire lifetime of socialization and the history of the institution of schooling are important in this regard
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