Abstract
Due to the complexity of language and ambiguity of certain communicative situations, Sinclair and Coulthard developed a descriptive model of communication based on more structured, teacher-fronted classroom interactions. This paper discusses Sinclair and Coulthard’s Discourse Analysis Model, with a closer examination of teaching exchanges in a classroom. The author uses a, transcribed, twenty five minute sample of a classroom interaction to highlight various problems and criticisms in the categorization and labeling of the different exchanges in the model. She further discusses the usefulness of such an analysis in understanding communication in classroom settings.
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