Relevant bibliographies by topics / Classroom discourse analysis

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Classroom discourse analysis'

Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Classroom discourse analysis"

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Domalewska, Dorota. "Classroom Discourse Analysis in EFL Elementary Lessons." International Journal of Languages, Literature and Linguistics 1, no. 1 (2015): 6–9. http://dx.doi.org/10.7763/ijlll.2015.v1.2.

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McClain, Kay, Maggie McGatha, and Lynn L. Hodge. "Improving Data Analysis through Discourse." Mathematics Teaching in the Middle School 5, no. 8 (April 2000): 548–53. http://dx.doi.org/10.5951/mtms.5.8.0548.

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The National Council of Teachers of Mathematics has been advocating the importance of effective communication in classrooms since the release of its Standards documents (NCTM 1989, 1991). This emphasis is echoed in Richards's (1991) description of an inquiry classroom (see also, e.g., Ball [1993]; Cobb, Wood, and Yackel [1991]; Lampert [1990]). In this setting, the teacher's role is to guide the negotiation of classroom norms to enable the teacher and students together to engage in meaningful mathematical discussions, which include asking questions, solving problems, posing conjectures, and formulating and critiquing mathematical arguments. An increased emphasis on communication in the mathematics classroom allows students the opportunity to discuss and validate mathematical ideas and to make and evaluate conjectures and arguments.
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Kumaravadivelu, B. "Critical Classroom Discourse Analysis." TESOL Quarterly 33, no. 3 (1999): 453. http://dx.doi.org/10.2307/3587674.

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Khanal, Sushil. "Spoken Discourse Analysis: A Case Study of Kathmandu Shiksha Campus." Shiksha Shastra Saurabh 21 (December 31, 2018): 62–69. http://dx.doi.org/10.3126/sss.v21i0.35092.

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Discourse analysis has emerged as a gradually-growing discipline because of growing interest of linguists in studying language in natural setting: Some study of spoken discourse analysis in the few last decades has manifested that spoken discourse is sometimes highly-organized (in a fixed pattern) and sometimes loosely organised. In this paper, I have attempted to analyze how naturally occurring spoken discourses are organized in natural as well as in formal setting. This analysis is based on Sinclair- Coulthard analysis model developed in 1975. I have analyzed three different discourses; viz. Classroom Discourse, Discourse outside the classroom and Talk as Social activity observing the three different settings; viz. classroom, outside the classroom and social (where more than two participants are involved) settings. The findings of this analysis show that classroom discourse occurs in a fixed pattern rather discourse outside the classroom and talk as social activity do not occur in a fixed pattern.
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Harahap, Alamsyah, and Emzir Emzir. "TEACHER-STUDENTS DISCOURSE IN ENGLISH TEACHING AT HIGH SCHOOL (CLASSROOM DISCOURSE ANALYSIS)." IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 1, no. 2 (December 1, 2015): 11–26. http://dx.doi.org/10.21009/ijlecr.012.012.

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English classroom's process of teaching and learning is an important aspect of successful English teaching and learning. The analysis of classroom discourse is a very important form which the classroom process research has taken place. The present study focuses on SMA (high school) English classroom discourse. The microethnography of Spradley was the research method deployed. Through a detailed description and analysis of the collected data referring to Sinclair and Coulthard’s classroom discourse analysis model, the problem of patterns of the classroom discourse is made clear. On the basis of the discourse patterns' problem found, a few strategies for high school English teachers are put forward through the teacher training in order to improve English teaching and learning at high school in Indonesia. The research results showed that teacher talk highly dominated the English classroom discourse; 94% of teacher-students talk. IRF Model of Sinclair and Coulthard was not found in the English classroom (only IF pattern) and no lesson achieved.
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Harahap, Alamsyah, and Emzir Emzir. "TEACHER-STUDENTS DISCOURSE IN ENGLISH TEACHING AT HIGH SCHOOL (CLASSROOM DISCOURSE ANALYSIS)." IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 1, no. 2 (December 1, 2015): 11–26. http://dx.doi.org/10.21009/ijlecr.012.12.

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English classroom's process of teaching and learning is an important aspect of successful English teaching and learning. The analysis of classroom discourse is a very important form which the classroom process research has taken place. The present study focuses on SMA (high school) English classroom discourse. The microethnography of Spradley was the research method deployed. Through a detailed description and analysis of the collected data referring to Sinclair and Coulthard’s classroom discourse analysis model, the problem of patterns of the classroom discourse is made clear. On the basis of the discourse patterns' problem found, a few strategies for high school English teachers are put forward through the teacher training in order to improve English teaching and learning at high school in Indonesia. The research results showed that teacher talk highly dominated the English classroom discourse; 94% of teacher-students talk. IRF Model of Sinclair and Coulthard was not found in the English classroom (only IF pattern) and no lesson achieved.
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Sadeghi, Sima, Saeed Ketabi, Mansoor Tavakoli, and Moslem Sadeghi. "Analyzing Classroom Discourse in an EFL Situation: Towards Critical Classroom Discourse Analysis." Social Sciences 7, no. 1 (January 1, 2012): 24–29. http://dx.doi.org/10.3923/sscience.2012.24.29.

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A. Katili, Adriansyah, Kartin Lihawa, Syarifuddin Ahmad, and Hasanuddin Fatsah. "LANGUAGE FUNCTION IN THE CLASSROOM: A CLASSROOM DISCOURSE ANALYSIS." International Journal of Education and Social Science Research 04, no. 02 (2021): 235–49. http://dx.doi.org/10.37500/ijessr.2021.4219.

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Arsiolli, Maria Auxiliadora Vieira de Lima. "Classroom discourse analysis: a functional perspective." DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada 22, no. 1 (2006): 214–16. http://dx.doi.org/10.1590/s0102-44502006000100012.

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Watson Todd, Richard. "Topic-based analysis of classroom discourse." System 26, no. 3 (September 1998): 303–18. http://dx.doi.org/10.1016/s0346-251x(98)00026-8.

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Dissertations / Theses on the topic "Classroom discourse analysis"

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Dreyer, Carisma. "Classroom discourse in ESL : an analysis / Carisma Dreyer." Thesis, Potchefstroom University for Christian Higher Education, 1990. http://hdl.handle.net/10394/1286.

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Gilmetdinova, Alsu Makhmutovna. "Reflexivity in conducting discourse analysis of code-switching in a classroom discourse the analysis of Tom Romano's 'Crafting authentic voice' /." Thesis, Montana State University, 2010. http://etd.lib.montana.edu/etd/2010/gilmetdinova/GilmetdinovaA0510.pdf.

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This paper presents research that applies the properties of reflection (uniting theory, practical reasoning and personal experience) to a specific educational context, classroom discourse. Discourse analysis will be used as a tool to explain the existence of the variety of codes in the classroom setting: teaching code, behavioral code, student code, spoken and textual codes. This project also attempts to fill in the gap that currently exists in the scholarly discussion on teaching code-switching strategies in monolingual discursive situations. Review of literature situates the general topic in an historical context and critically analyzes the most relevant published research through summary, classification and comparison, and promotes reflexivity upon language choice in educational settings. Theoretical framework composed of the synthesis of findings in discourse analysis, ethnography of communication and critical language awareness focuses attention on classroom discourses, especially those pertaining to the analysis of written textbooks. Furthermore, the theory serves as a solid foundation for building awareness of how language functions in written texts, and it has the potential to make teachers and students more aware of the effects of code-switching techniques in a text. The third chapter applies this theoretical framework to the textbook 'Crafting Authentic Voices' by Tom Romano. This theory and its application has a potential to make contributions to the development of curriculum, pedagogy, instructional planning in the English Language Arts classrooms.
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Temple, Codruta. "Teaching and learning mathematical discourse in a Romanian classroom : a critical discourse analysis." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available, full text:, 2008. http://wwwlib.umi.com/cr/syr/main.

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Lahlali, El Mustapha. "Morroccan classroom discourse and critical discourse analysis : the impact of social and cultural practice." Thesis, University of Leeds, 2003. http://etheses.whiterose.ac.uk/451/.

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The aim of this study is to display the important contribution which a critical analysis makes to our understanding of students/teachers relationship through the analysis of their discursive practices. The work focuses specifically on interaction within Moroccan classrooms at the secondary school level, involving students aged between 12-14 years old. The data source consists of transcripts of audio-recordings of classroom lessons in which both teachers and students are engaged in the interaction, which is supplemented by interviews with teachers. In order to examine power relations between teachers and students, this research presents a detailed analysis of the linguistic features used by teachers. Such discourse features are IRF patterns, modality, politeness, Q/A and interruption. Although the analysis of the discoursal features of such interactions is of interest, it alone does not explain the nature of the relationship between pupils/ teachers. For this to be achieved, one may go further to conduct a structured interview analysis to explain such relations and establish a dialectic relationship between institutional practice and social practice (Fairclough 1992b). The effects which are traceable in the discourse of participants are not only related to the teacher/student relationship but also reflect the social order of which the educational institution is a part. The social order has impact on the educational institution which in turn affects the student/teacher relationship. This relationship in turn confirms the social order (Candlin 1997). The research provides a detailed analysis of the discursive practice and describes specific ways in which teachers dominate students' interaction. It traces teachers' control and dominance of the classroom practices to the overwhelming social beliefs of the participants. It concludes that specific social practices on the part of students and teachers produce particular discourse practices in the classroom. These discourse practices hinder the ongoing interaction. Both students' and teachers', assumptions and social beliefs of the classroom practices contribute to creating an atmosphere of control and dominance in the classroom. This research provides suggestions to overcome this crisis. It believes that a change in the classroom practice requires a change in the social practice and vice versa.
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Doray, Michele Brigitte Antoinette. "Gender differentiated discourse: a study of teacher discourse in the adult ESL classroom." Thesis, Curtin University, 2005. http://hdl.handle.net/20.500.11937/2122.

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The purpose of this study was to investigate similarities and differences in the classroom discourse of male and female ESL teachers in the academic stream of one Western Australian tertiary institutions ELICOS program. Language and gender research generally suggests that males and females have different and quite distinctive communicative styles. This study attempts to examine if this finding is also manifested in male and female teachers discourse in adult ESL classrooms in the three main aspects of classroom interaction; giving explicit instructions, asking questions and providing verbal feedback, using Sinclair & Coulthards (1975) IRF framework. A sample of six teachers, three males and three females were observed through a process of non-participant observation and their lessons video-recorded in the naturalistic situation of the classroom in order to make a comparative analysis of their discourse.Teacher discourse in the three aspects of classroom interaction, namely, instructions, questioning and feedback, was examined with the purpose of exploring gender differences and similarities so that the reasons and implications for the manifestation of such similarities and differences can be further investigated. Conclusions were then made about the influence of traditional masculine and feminine speech styles on the discourse choices of the teachers.The discourse analysis found that more similarities than differences existed in the teachers classroom discourse supporting the notion that the choice of discourse features is dependent firstly on the context and secondly on the role of the interactants vis-à-vis each other in the community of practice. Although some differences emerged, the teachers in this study generally adopted a facilitative, cooperative speech style in their classroom discourse.
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Doray, Michele Brigitte Antoinette. "Gender differentiated discourse : a study of teacher discourse in the adult ESL classroom /." Curtin University of Technology, Department of Language and Intercultural Education, 2005. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=16608.

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The purpose of this study was to investigate similarities and differences in the classroom discourse of male and female ESL teachers in the academic stream of one Western Australian tertiary institutions ELICOS program. Language and gender research generally suggests that males and females have different and quite distinctive communicative styles. This study attempts to examine if this finding is also manifested in male and female teachers discourse in adult ESL classrooms in the three main aspects of classroom interaction; giving explicit instructions, asking questions and providing verbal feedback, using Sinclair & Coulthards (1975) IRF framework. A sample of six teachers, three males and three females were observed through a process of non-participant observation and their lessons video-recorded in the naturalistic situation of the classroom in order to make a comparative analysis of their discourse.Teacher discourse in the three aspects of classroom interaction, namely, instructions, questioning and feedback, was examined with the purpose of exploring gender differences and similarities so that the reasons and implications for the manifestation of such similarities and differences can be further investigated. Conclusions were then made about the influence of traditional masculine and feminine speech styles on the discourse choices of the teachers.The discourse analysis found that more similarities than differences existed in the teachers classroom discourse supporting the notion that the choice of discourse features is dependent firstly on the context and secondly on the role of the interactants vis-à-vis each other in the community of practice. Although some differences emerged, the teachers in this study generally adopted a facilitative, cooperative speech style in their classroom discourse.
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Chan, Sui Ping. "Organization of teacher/pupil discourse in a communicative language classroom." HKBU Institutional Repository, 1994. http://repository.hkbu.edu.hk/etd_ra/25.

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Haugh, Brian. "Collaborative modelling : an analysis of modes of pupil talk." Thesis, University of Ulster, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.263247.

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Duncan, Deborah S. "Children's discourse in the margins of classroom instruction influences on literacy learning /." Laramie, Wyo. : University of Wyoming, 2007. http://proquest.umi.com/pqdweb?did=1338856751&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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Yanda, Carina. "Fluency in narrative discourse in teacher education." Laramie, Wyo. : University of Wyoming, 2008. http://proquest.umi.com/pqdweb?did=1654493251&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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Books on the topic "Classroom discourse analysis"

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Investigating classroom discourse. Abingdon, Oxon: Routledge, 2006.

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K, Wennerstrom Ann, ed. Discourse analysis in the language classroom. Ann Arbor: University of Michigan Press, 1999.

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1949-, Schiller Laura, ed. Using discourse analysis to improve classroom interaction. New York, NY: Routledge, 2009.

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L, Green Judith, and Harker Judith O, eds. Multiple perspective analyses of classroom discourse. Norwood, N.J: Ablex Pub. Corp., 1988.

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Exploring classroom discourse: Language in action. London [u.a.]: Routledge, 2011.

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Rymes, Betsy. Classroom discourse analysis: A tool for critical reflection. Cresskill, NJ: Hampton Press, 2009.

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Cole, KimMarie. The research process in classroom discourse analysis: Current perspectives. New York: L. Erlbaum Associates, 2008.

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Nora, Shuart-Faris, and Bloome David, eds. Uses of intertextuality in classroom and educational research. Greenwich: Information Age Pub., 2004.

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The handbook of classroom discourse and interaction. Malden, MA: Wiley-Blackwell, 2015.

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Mayer, Susan Jean. Classroom discourse and democracy: Making meanings together. New York: P. Lang, 2012.

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Book chapters on the topic "Classroom discourse analysis"

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Jenks, Christopher J. "Discourse analysis." In Researching Classroom Discourse, 65–87. Abingdon, Oxon; New York, NY: Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429264023-6.

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Jenks, Christopher J. "Conversation analysis." In Researching Classroom Discourse, 45–64. Abingdon, Oxon; New York, NY: Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429264023-5.

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Jenks, Christopher J. "Narrative analysis." In Researching Classroom Discourse, 110–32. Abingdon, Oxon; New York, NY: Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429264023-8.

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Jenks, Christopher J. "Critical discourse analysis." In Researching Classroom Discourse, 88–109. Abingdon, Oxon; New York, NY: Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429264023-7.

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Jenks, Christopher J. "What is classroom discourse analysis?" In Researching Classroom Discourse, 3–19. Abingdon, Oxon; New York, NY: Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429264023-2.

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Remlinger, Kathryn A. "Negotiating the Classroom Floor: Negotiating Ideologies of Gender and Sexuality." In Feminist Critical Discourse Analysis, 114–38. London: Palgrave Macmillan UK, 2005. http://dx.doi.org/10.1057/9780230599901_5.

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Shapiro, Shawna. "The Media/Discourse Analysis Pathway." In Cultivating Critical Language Awareness in the Writing Classroom, 176–218. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003171751-9.

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Lindwall, Oskar, Gustav Lymer, and Christian Greiffenhagen. "The Sequential Analysis of Instruction." In The Handbook of Classroom Discourse and Interaction, 142–57. Hoboken, NJ: John Wiley & Sons, Inc, 2015. http://dx.doi.org/10.1002/9781118531242.ch9.

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Markee, Numa. "Overview of the Conversation Analysis Tradition." In The Handbook of Classroom Discourse and Interaction, 369–72. Hoboken, NJ: John Wiley & Sons, Inc, 2015. http://dx.doi.org/10.1002/9781118531242.part7.

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Sauntson, Helen. "From Form to Function: Structural-Functional Discourse Analysis." In Approaches to Gender and Spoken Classroom Discourse, 45–116. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9780230343580_3.

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Conference papers on the topic "Classroom discourse analysis"

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Zastavker, Yevgeniya V., Veronica Darer, and Alexander Kessler. "Improving STEM classroom culture: Discourse analysis." In 2013 IEEE Frontiers in Education Conference (FIE). IEEE, 2013. http://dx.doi.org/10.1109/fie.2013.6684893.

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Zastavker, Yevgeniya V., and Veronica Darer. "Beyond reflection: Using discourse analysis to understand your classroom culture." In 2014 IEEE Frontiers in Education Conference (FIE). IEEE, 2014. http://dx.doi.org/10.1109/fie.2014.7044494.

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Karas, Felicia. "Using Bakhtinian Classroom Discourse Analysis Methodology to Identify Centrifugal and Centripetal Forces in Academic Probation Discourse." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1690235.

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Trimble, James, Odilla E. Finlayson, and James Lovatt. "CLASSROOM DISCOURSE TO PROMOTE METACOGNITION AND CONCEPTUAL UNDERSTANDING IN CHEMISTRY: AN ANALYSIS." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.1937.

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Quang, Hai Tran. "Discourse Analysis of EFL Students’ Attitudes and Social Interactions Towards a Virtual Classroom." In 17th International Conference of the Asia Association of Computer-Assisted Language Learning (AsiaCALL 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210226.009.

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GAO, Fen. "The Contrastive Analysis of the Classroom Discourse Between Novice Teachers and Experienced Teachers." In 2018 4th Annual International Conference on Modern Education and Social Science (MESS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/mess-18.2018.34.

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Endo, Ikuo. "Dynamic Assessment of General Pedagogical Knowledge: Combination of Classroom Video Analysis and Social Network Analysis of Discourse." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1430909.

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Wang, Min. "Positioning and Motivation: A Discourse Analysis of Classroom Interactions Between Teacher and Students With Disabilities." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1573468.

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Hao, Nguyen Anh. "How Teacher Questions Facilitate Student Learning in EFL Class." In 16th Education and Development Conference. Tomorrow People Organization, 2021. http://dx.doi.org/10.52987/edc.2021.007.

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Abstract Questioning is considered as one of the most dominant features in virtually every classroom discourse. This study aims at examining the types and functions of teacher questions that facilitate student learning in an EFL class in Vietnam. The classification of questions employed in the study follows the work proposed by Richards and Lockhart in 2007. Participants in the research were one teacher and 25 students in an English university class in Vietnam. The data was collected through classroom observation and audio recording. Both qualitative and quantitative content analysis were utilized to analyze the data. The findings of the study indicate that the most frequently used question types were convergent and divergent questions, and procedural questions only accounted for a small proportion. Furthermore, it was found that convergent questions were employed to check and guide students’ understanding of the lesson’s target lexical items, while divergent ones were used to promote students’ further analysis and their own evaluation of the knowledge provided in the study material. Finally, procedural questions were chiefly posed when the teacher monitored students in class activities. Keywords: classroom discourse, classroom interaction, teacher questions
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Bonnah, Theodore, and Mark Donnellan. "DAILY TWEET STRUCTURE AND DISCOURSE: MIXED-METHOD ANALYSIS OF TWITTER WRITING ASSIGNMENTS IN THE EFL CLASSROOM." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0899.

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