Abstract
This study employs Critical Discourse Analysis (CDA) to investigate the complexities of interactive classroom discourse within the context of College-level English education in Chinese media colleges. Specifically, the study focuses on a reading session that took place in a freshman English class, with the aim of evaluating classroom interactions. The primary objective is to interpret the recurring patterns of interactive feedback exchanged between teachers and students during these sessions. The investigation draws insights from the tape-recorded and closely examined lessons of two English teachers, revealing the dynamics of language use within the educational context. By applying CDA, this study seeks to reveal the underlying structures and power relations embedded in classroom discourse, shedding light on how language functions as a tool for both teaching and learning. The significance of this research lies in its potential to enhance our understanding of effective pedagogical strategies and communication dynamics in language education settings. The findings aim to contribute valuable insights to educators, curriculum developers, and researchers, promoting a more informed, innovative and thorough approach to language instruction in the college context.
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