Abstract
In the last decades, interest in instructional process has drawn the attention of linguists to classroomdiscourse studies (Lee, 2007; Chen, 2007; Hall, 2007; Macbeth, 2004). Such growing attention hasbeen attributed to the importance associated with verbal discourse in meaning making (Chin, 2006).Chin further notes that a common ground available in the literature on pedagogical discourse is thethree-turn sequence interaction called "triadic dialogue" (Lemke, 1990 cited in Macbeth, 2004), orInitiation Response Evaluation (IRE) (Menham ,1979 cited in Chin, 2006), or Initiation ResponseFeedback (IRF) (Sinclair & Coulthard, 1975 cited in Macbeth, 2004). In other words, a classroominteraction primarily comprise of three actions: the teacher’s initiation of questions, learners’responses’, and the teacher’s feedback on the correctness of the responses. The three-part move in aclassroom discourse provides teachers the opportunity to ask questions which require predeterminedlow- order cognitive level short answers (Chin, 2006).
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