The study of classroom discourse has a rich and evolving history, with significant milestones and contributions from various researchers. Here is a timeline of key developments:
1. **Early Work (1970s)**
- **Flanders (1970)**: Used an "introspective" a priori approach to study classroom discourse, as noted by Flowerdew (1990) and Love (1991) [1].
- **Mehan (1979)** and **Erickson and associates (1981, 1982)**: Employed educational ethnography to analyze classroom interactions [1].
2. **Sinclair and Coulthard (1975)**
- Introduced a comprehensive system of discourse analysis, which treated classroom discourse as a structured and hierarchical system. Their framework included five levels: acts, moves, exchanges, transactions, and interactions [1][4].
3. **Chaudron (1988)**
- Compared various interaction and discourse systems, finding that discourse analysis provided the most detailed description of language functions. Chaudron highlighted the hierarchical structure of discourse analysis, which groups lower scales into higher ones [1].
4. **1990s**
- **Hillocks (1986)**: Cited by Nystrand (1998), found that peer-response groups with an "inquiry" focus were most conducive to enhancing writing skills [2].
- **Cots (1995)**: Emphasized the importance of adopting a discourse approach to language teaching without discarding traditional methods [2].
- **Sinclair and Coulthard’s subsequent works**: Their framework was widely adopted, adapted, and further developed to accommodate various teaching-learning situations [1].
5. **2000s**
- **Yu (2009)**: Highlighted the application of discourse analysis to second language teaching and learning, revealing insights into how teachers can improve their practices and how students learn through different types of discourse [2].
- **Sinar (2008)**: Stated that classroom discourse enables human development through school education activities, emphasizing its institutional nature within the educational system [2].
6. **Current Developments**
- **Systemic Functional Linguistics (SFL)**: Theoretical frameworks like those by Halliday (1994) and Martin (1992) have influenced classroom discourse analysis, focusing on systemic and functional aspects of language [3].
- **Bernstein’s Pedagogic Discourse**: Theoretical work by Bernstein (1990, 2000) has been adapted to analyze pedagogic discourse, creating curriculum genres and macro-genres that structure classroom activity [3].
- **Genre Theory**: The study of classroom discourse has also been informed by genre theory, which examines the operation of two registers: regulative and instructional, to understand how pedagogic activity unfolds [3].
These developments collectively reflect the evolving understanding and methodologies in the study of classroom discourse, from early structural analyses to more nuanced, systemic, and functional approaches.
Citations:
[2] https://digilib.unimed.ac.id/id/eprint/14782/2/9.%20NIM.%208136112017_CHAPTER%20%20I.pdf
[4] https://ejurnal.iainpare.ac.id/index.php/inspiring/article/view/1953
[7] https://dept.english.wisc.edu/nystrand/RTE%20Classroom%20Discourse%20%26%20Reading.pdf
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