This document analyzes patterns of classroom discourse through discourse analysis. It discusses analyzing both spoken and written language use from an external perspective. The study examines predominant patterns of interaction between teachers and students in English language classrooms in Iran. Both male and female students were observed to use similar discourse acts, with some minor differences in interactions based on teacher and student gender. The analysis found interaction was generally teacher-dominated and could be improved by incorporating more authentic student communication.

1. UNIVERSIDAD DE LAS FUERZAS
ARMADAS-ESPE
LINGÜÍSTICA APLICADA AL IDIOMA
INGLÉS
TUTOR: MSC. NESTOR BONILLA
STUDENT: MACHISACA CARCHIPULLA JUDITH
SUBJECT: ENGLISH TEACHING METODOLOGY
THEME : ANALYZING PATTERNS OF CLASSROOM

2. Discurse Analysis and classroom
interaction
Discurse
Analysis
It involves look at both
language form and language
functions that are
SPOKEN
INTERACTION
concerned with
language use
beyond the
boundaries .
WRITTEN TEXTS
Interpretation and
understanding of
different texts
This adopt an etic or external
perspective on human
behavior point out.
The etic
viewpoint studies
behavior as from
outside of a
particular system.
Eternal
essential initial
approach to an
alien system.
It is the study of
language in use

3. Discurse Analysis and
classroom interaction
Discurse Análisis
Is used to refer mainly to the
linguistic analysis of naturally
occurring speech.
The interaction
which goes on in
EFL classrooms
The approach
to be adopted and
analyze the
classroom
discourse
That functions of a
language in terms
of the linguistic
Which involves analyzing
naturally occurring
speech linguistically, by
taking an etic perspective

4. Discurse Analysis and
classroom interaction
The effects of gender
on Classroom
discourse
Gender had a
role to play
The interaction
patternsTeachers and
students
Male and female
students produced
nearly equal
amounts of talk in
pair

5. Theoretical Framework of the Study
Three part
exchange as an organizational unit of conversation.
Basic organizational unit of
conversation is a potentially
such as:
Including an Initiation,
Response and Follow-up
Using authentic and naturally occurring data
The analysis of conversational
data
New insights into the
sequencing of patterns of
interaction.
FRAMEWORK
Make a systematic analysis of
the data. Objective descriptive tool

6. OBJECTIVE AND RESEARCH QUESTIONS
The study is
conducted
to provide
a detailed
Linguistic
Description.
The
patterns,
teachers,
students
interaction in
classroom in
EFL in Iran
QUESTIONS
What are the
predominant patterns
of classroom
interaction between
teachers and students
in EFL classrooms in
Iran?
Are the
interaction
teacher-
dominated ,
students
dominated?
How are such
patterns affected
by genders.?

7. The present study included 16 teachers
, 8 female and 8 male of intermediate
levels.
The classes were single-gender,
either boys or girls,
By male teachers and girls by female ones.
Each teacher had several years of teaching
experience.

8. 1.-Covering homework material,
2.-Teaching grammatical points,
reading passage, vocabulary
items or a conversation
3.-Listening to a text, either as
a whole-class activity or as a
pair work.
In total, 20 classes (12
female and 8 male teachers)
were observed .
Data collection, coming up
with almost 28 hours of
classroom interaction.
Therefore ,Each class
period envolved either
Each class lasted about one
hour and forty-five minutes
Data
collection

9. Data
Análisis
Procedure
Analyzing
the data based
on framework,
the
researchers
faced some
Problems.
1) Observed in the
teacher’s talk were
such utterances as
‘you’, ‘yes?’, or a
pupil’s
2)Some categories
were too general
to depict subtle
distinctions in the
patterns of
classroom
interaction
The subcategories
classified under the
categories
Elicit’ and ‘Evaluate’
positive and
negative categories

10. Data Análisis
Procedure
To identify the
breakdowns in the
interaction
between the
teachers and the
students.
Category ‘Repair’
borrowed from
Conversation
Analysts to the
initial framework
The final framework
to be used in the
analysis of Teacher-
Student talk was
identified
The final
framework used
in analyzing the
data
Conversation
Analysts and
added to the
framework
proposed

11. Results
The dominant
patterns of
classroom
interaction
The interaction
patterns between
students and
teachers
The patterns of
interaction between
the students and the
teachers showed
variation
The Predominant
Patterns of Classroom
Interaction between
the Participants

12. The Results of the Effect of
Gender of the Teachers and
the
Students on their
Interaction Patterns
The differences
between male and
female teachers and
male and female
students
Both male and
female students
made
use of the same
discourse acts.
Male and female
students in the way
that they interacted
with
their teachers.
Elicit inform
The interaction
patterns between
the students, and
teachers were
dominated this is
positive

13. DISCUSSION,
CONCLUSION, AND
IMPLICATION
The present study the
interaction which was
investigated took place
between either girls and
boys
It is necessary for the
teachers to reorganize the
activities that can foster more
interaction in the classroom,
This end, that They should try to
incorporate activities and tasks in
the books which would provoke
more genuine communication’
between teachers and students.
DA methodology to the
analysis of the interaction
taking place between the
teachers and the students
in EFL classrooms in Iran,

14. AUTHORS
Nasser Rashidi is presently the academic member of the
Department of Foreign Languages and Linguistics at Shiraz
University.
Mahshid Rafieerad has got her MA in TEFL from Shiraz
University. Her areas of interest are: Discourse Analysis and
Language Teaching.

15. REFERENCES
Allwright, R. L. (1980). Turns, topics, and tasks: Patterns of participation in
language
learning and teaching. In D. Larsen-Freeman (Ed.), Discourse analysis in
second language research (pp.165-187). Rowley, MA: Newbury House.
Li, Q. (n.d.). Interaction and communication: An examination of gender
differences in
elementary student mathematics and science learning using CMC. Retrieved
May 24, 2008 from http://www.ucalgary.ca/~qinli/publication/g_lf_2study.
html.
Tsui, A. B. (2001). Classroom interaction. In R. Carter and D. Nunan (Eds.), The
Cambridge guide to teaching English to speakers of other languages (pp. 120-
125). Cambridge: Cambridge University Press.
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