Abstract
Drawing on conversation analysis, this paper explores directives in one-to-many interactions, focusing specifically on those observed in Korean elementary school EFL classroom interaction. Specifically, it classifies teachers’ directives addressed to a cohort into two types, which make relevant a response from the entire class and from a single student, respectively. An examination of 12 lessons demonstrates that each directive type constitutes the cohort as one body or as individuals with different levels of willingness and/or ability. Such differential treatment of the cohort is then explored in connection with the characteristics of directed actions. It is argued that while each directive type is largely associated with certain types of actions, it fundamentally shows teachers’ orientation to the instructional use and purpose of the directed action. It is also demonstrated that teachers alternate between the two different directive types, addressing the imminent instructional goals in hand.
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