Abstract
This paper was designed to investigate the linguistic characteristics of the teacher-student interaction in novel and poetry classrooms in the Hong Kong tertiary setting by means of the Sinclair and Coulthard Model (1975), with audio data collected via non-participant classroom observation in two Hong Kong tertiary institutions. Underpinned by the characteristics derived and a comparison undertaken, it can be seen that teacher-student interaction in the free teaching exchange of teacher elicit is in conformity with the exchange structure of IRF in both literature classrooms, to which other free and bound exchanges are complementary. However, the application of the acts varies considerably, implying that distinct learning outcomes are yielded by the different literary genres, with the cultivation of critical thinking emphasized in the novel classroom, and the understanding of technical terms and the enlargement of vocabulary stressed in the poetry classroom.
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