English Language Discourse Essay

WHAT ARE ENGLISH TEACHER DISCOURSE PATTERNS IN THE CLASSROOM?

The teacher’s discourse is a powerful tool for the construction of knowledge. Most of the teachers agree about the educator´s role of using the language in order to develop oral communication. However, one could argue that there is often little to no target language spoken in the language classroom by students. On the other hand, there are certain discourses that normally prevail in teaching situations. It is vitally important to determine recurrent patterns that English teachers apply to classroom discourses that may consequently impede teachers from developing the oral production of their students.

Monologic vs. dialogic discourse

Disengagement in the classroom is more often than

“Uptake” means speakers have the right to make their own choices without coercion, pressure, fear or threat of punishment. Lastly, the “high-level evaluation” involves responding significantly more and with greater explanation than a monologic discourse permits.

What are the discourse patterns used by teachers?

There are some patterns that teachers use at institutions where the researcher also works. This study takes into consideration two teachers as a sample and the observation as instruments. Teachers initiated most of the lessons with questions and called on pupils for answers. Students answered the teachers using just one word or a short phrase, and thus teachers responded by means of a single word such as “yes” and “correct.” For example, take this interaction between teachers and their students into consideration:

1. Teacher: “What is the auxiliary for the present simple tense?”

Student: “do -