This paper aims to conduct a linguistic analysis of classroom discourse with a focus on discourse structures by applying the Sinclair & Coulthard rank scale. The central question of this paper is: Which discourse structures can be found in a transcript of a tenth-grade English lesson from the FLECC? For this purpose, a transcript from the Flensburg English Classroom Corpus (FLECC), proposed by Jäkel in 2010, will be used as language material.
According to McCarthy, discourse analysis holds a crucial position in applied linguistics and enables linguists to analyze and comprehend authentic language data, for example, the interaction between teachers and students in classrooms (2002: 56). Moreover, language teachers and material designers can benefit from such types of analysis “in terms of how closely they approximate authentic language” (McCarthy 2002: 56-57). Additionally, teachers can determine the necessary modifications when they want to use the texts in the lesson (McCarthy 2002: 56-57). Sinclair & Coulthard assert that there is a structure in lessons at schools; however, the challenge was in determining how much of the structure is pedagogical and how much can be defined as linguistic (2002: 1). By devising the rank scale, the authors created a means to analyze the linguistic part of the discourse structure. Initially, a theoretical section including the structures of classroom discourse, free teaching exchanges, and bound teaching exchanges will serve as the foundation and prepare the reader for the analysis. Afterwards, the corpus and the method will be briefly introduced. Based on the theoretical section, the 38th transcript from the FLECC will be analyzed.
Inhaltsverzeichnis (Table of Contents)
- Introduction
- Theoretical Basis: The Structures of Classroom Discourse
- Free Teaching Exchanges
- Bound Teaching Exchanges
- Corpus and Method
- Analysis
- Beginning of the Lesson: Homework Presentation Phase in Plenary
- Collecting and Discussing Ideas in Plenary
- Individual Work Phase: Worksheet
- Comparing Results
- Contrasting Positive and Negative Points on the Blackboard
- Summary
- References
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This paper focuses on a linguistic analysis of classroom discourse, specifically examining the discourse structures of a tenth-grade English lesson from the FLECC using Sinclair & Coulthard's rank scale. The central question is to identify which discourse structures are present in the transcript.
- Classroom discourse analysis and its application to language teaching and materials design
- The structure of classroom discourse as outlined by Sinclair & Coulthard
- The role of teacher-led instruction in shaping classroom discourse
- The use of the FLECC corpus as a source of authentic language data
- The analysis of discourse structures in the context of a tenth-grade English lesson
Zusammenfassung der Kapitel (Chapter Summaries)
The paper begins by introducing the significance of classroom discourse analysis and its potential benefits for language teachers and material designers. It then outlines the theoretical framework proposed by Sinclair & Coulthard, focusing on the concept of free and bound teaching exchanges, and the distinction between teacher-led and student-led interactions. The corpus and method used in the analysis are briefly presented, leading into a detailed examination of the chosen transcript from the FLECC. This analysis explores the discourse structures present throughout different stages of the lesson, including homework presentation, discussion, individual work, and collaborative tasks.
Schlüsselwörter (Keywords)
This paper explores the key concepts of classroom discourse analysis, using the rank scale developed by Sinclair & Coulthard to analyze the discourse structures of a 10th-grade English lesson from the FLECC. The focus is on authentic language data, teacher-student interaction, free and bound teaching exchanges, and the application of discourse analysis to language teaching and learning.
- Quote paper
- Ilayda Can (Author), 2021, Linguistic Analysis of Classroom Discourse Structures, Munich, GRIN Verlag, https://www.hausarbeiten.de/document/1383266
