Discourse Patterns in EFL Classroom Interaction

EUN JEO KIM (김언조)

Discourse Patterns in EFL Classroom Interaction

The Sociolinguistic Journal of Korea
Abbr : 사회언어학
2013, 21(2), pp.47-70
Publisher : The Sociolinguistic Society Of Korea
Research Area : Humanities > Linguistics

EUN JEO KIM ¹

¹단국대학교

Accredited

ABSTRACT

The main purpose of this paper is to identify typical discourse patterns of EFL classes and to enhance the sensitivity of the complex socio-cultural aspects involved in discourse patterns. This study assumed that language learning is a process of competent participation in socio-cultural language practices. The data were collected from four groups of two courses (General English and Screen English) to compare the ways teachers and students perform discourse patterns. The collected data were analyzed focusing on multi-dimensional approaches in interaction formulas: IRF (Initiation-Response-Feedback), ICs (Instructional Conversations), MP (Modeling - Practicing), CEQR (Comment - Elaborative Questioning -Response), CCF (Conversation-Corrective Feedback), CMIR (Contingency Management Instruction-Response), OEQA (Open Ended Questioning -Answering), QEC (Question-Explaining Conversation) ACNB (Any Cases Not Belonging). Data analysis from various sources (scripts of video-recordings, frequency counts, and interviews) indicated that to some extent the discourse patterns were different due to the course type and its objectives. The result indicated that the teachers and students changed their discourse patterns depending on the course types. Such choice of discourse patterns of contingent interaction is related to various topics to be dealt with in the particular course. (200)

KEYWORDS

discourse patterns, socio-cultural, contingency, EFL

Citation status

* References for papers published after 2023 are currently being built.

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