Classroom discourse analysis

 

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Classroom discourse analysis studies language and interaction patterns within educational settings, focusing on how communication between teachers and students shapes learning and teaching processes. It examines verbal and non-verbal communication, social contexts, and the dynamics of classroom interactions. Below are key components of classroom discourse analysis based on the provided framework:

### *Field: The Material or Lesson*

The "field" refers to the subject matter or content being taught in the classroom. Classroom discourse analysis can be applied to various disciplines, such as science, language learning, or general education, to understand how the teaching material influences interaction patterns. For instance:

- Tools like the Classroom Discourse Analysis Tool (CDAT) have been used to analyze scientific reasoning and dialog patterns in science classes[2].

- In language classrooms, discourse analysis helps identify features like triadic dialogue (initiation-response-feedback), teacher questions, and floor management[8].

### *Tenor: Interpersonal Relations Between Teacher and Students*

The "tenor" focuses on the interpersonal dynamics between teachers and students. Positive teacher-student relationships are characterized by empathy, trust, respect, and support for autonomy. These relationships influence student engagement, motivation, and learning outcomes[4]. Teachers' questioning techniques, feedback styles, and conversational approaches (formal or informal) play a crucial role in shaping these interactions:

- Formal talks often involve neutral lexis, politeness phenomena, and careful turn-taking[6].

- Informal talks may include colloquial expressions, contractions, and discourse markers to foster a more relaxed atmosphere[6].

### *Mode: Online or Offline; Formal or Informal*

The "mode" refers to the medium of instruction (online or offline) and the style of communication (formal or informal). 

- *Online/Offline*: Hybrid approaches integrate online tools with offline teaching to create dynamic learning environments. Online platforms can enhance interactivity while maintaining systematic language training[5].

- *Formal/Informal*: Formal communication typically uses structured language for clarity and professionalism. Informal communication is more flexible and direct, often used to build rapport with students[6].

Classroom discourse analysis provides insights into how these elements interact to shape educational experiences. It helps educators refine their teaching strategies for more effective communication and improved learning outcomes.

Citations:

[1] https://www.scribbr.com/methodology/discourse-analysis/

[2] https://pmc.ncbi.nlm.nih.gov/articles/PMC6310396/

[3] https://www.routledge.com/Using-Discourse-Analysis-to-Improve-Classroom-Interaction/Rex-Schiller/p/book/9780415801140

[4] https://pmc.ncbi.nlm.nih.gov/articles/PMC8319622/

[5] https://onlinelibrary.wiley.com/doi/10.1155/2022/3803436

[6] https://eprints.unm.ac.id/13375/1/ARTIKEL.pdf

[7] https://www.degruyter.com/document/doi/10.1515/applirev-2023-0001/html?lang=en

[8] https://pmc.ncbi.nlm.nih.gov/articles/PMC9505684/

[9] https://repository.ung.ac.id/get/kms/35700/DISCOURSE-ANALYSIS-ON-CLASSROOM-INTERACTION.pdf

[10] https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2021.708490/full

[11] https://pmc.ncbi.nlm.nih.gov/articles/PMC9768706/

[12] https://jurnal.iain-bone.ac.id/index.php/didaktika/article/download/2608/1484

[13] https://pmc.ncbi.nlm.nih.gov/articles/PMC8733723/

[14] https://www.routledge.com/Classroom-Discourse-Analysis-A-Tool-For-Critical-Reflection-Second-Edition/Rymes/p/book/9781138024632

[15] https://www.mdpi.com/2226-471X/6/3/148

[16] https://www.ijarp.org/published-research-papers/mar2022/Classroom-Discourse-Analysis.pdf

[17] https://repository.dinus.ac.id/docs/ajar/ebooksclub.org_Classroom_Discourse_AnalysisA_Functional_PerspectiveOpen_Linguistics_Series_.pdf

[18] https://www.youtube.com/watch?v=EKqXWuWcJvI

[19] https://www.academia.edu/28053288/Classroom_Discourse_Analysis_Chapter_2

[20] https://education.stateuniversity.com/pages/1916/Discourse.html

[21] https://ascd.org/el/articles/analyzing-classroom-discourse-to-advance-teaching-and-learning

[22] https://pmc.ncbi.nlm.nih.gov/articles/PMC9247453/

[23] https://jle.hse.ru/article/download/646/642/

[24] https://languagetool.org/insights/post/formal-vs-informal-style/

[25] https://www.tandfonline.com/doi/full/10.1080/19463014.2020.1761847

[26] https://pmc.ncbi.nlm.nih.gov/articles/PMC8634958/

[27] https://www.youtube.com/watch?v=YSfxtIqeZTk

[28] https://web-archive.southampton.ac.uk/www.llas.ac.uk/resources/gpg/2824.html

[29] https://www.cal.org/wp-content/uploads/2022/05/DiscourseAnalysisforLanguageTeachers.pdf

[30] http://file.upi.edu/Direktori/FPBS/JUR._PEND._BAHASA_INGGRIS/196211011987121-DIDI_SUHERDI/ETALASE/CLASSROOM%20DISCOURSE%20ANALYSIS.pdf

[31] https://www.mextesol.net/journal/index.php?id_article=2093&page=journal

[32] https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3061192

[33] https://www.atlantis-press.com/article/125919730.pdf

[34] https://www.taylorfrancis.com/chapters/mono/10.4324/9780429436185-5/tenors-discourse-michael-gregory-susanne-carroll

[35] https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2021.741810/full

[36] https://warwick.ac.uk/fac/cross_fac/esrcdtc/core2012/qualitative/discourse_analysis.pdf

[37] https://repository.isls.org/bitstream/1/3141/1/11-18.pdf

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