{"title":"分析突尼斯 EFL 课堂话语中言语互动的话语模型","authors":"Saloua Mrabet-Abid","doi":"10.30574/ijsra.2024.12.2.1305","DOIUrl":null,"url":null,"abstract":"In this article, a discourse model was developed to analyse verbal interactions in 38 Tunisian EFL lessons. This model identifies four elements of exchange structure—INITIATION, RESPONSE, NEGOTIATION, and TERMINATION—and several communicative acts that differ from those proposed by Sinclair and Coulthard (1992). Data analysis underscores the prevalent patterns of verbal interaction within Tunisian EFL lessons and highlights the model's importance in understanding teachers' classroom practices. This research has pedagogical implications for EFL teachers and potential applications in teacher training programs. It offers in-service EFL teachers a descriptive tool to analyse, evaluate, and critically reflect on classroom practices.","PeriodicalId":14366,"journal":{"name":"International Journal of Science and Research Archive","volume":"9 1","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2024-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"A discourse model to analyse verbal interaction in Tunisian EFL lesson discourses\",\"authors\":\"Saloua Mrabet-Abid\",\"doi\":\"10.30574/ijsra.2024.12.2.1305\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"In this article, a discourse model was developed to analyse verbal interactions in 38 Tunisian EFL lessons. This model identifies four elements of exchange structure—INITIATION, RESPONSE, NEGOTIATION, and TERMINATION—and several communicative acts that differ from those proposed by Sinclair and Coulthard (1992). Data analysis underscores the prevalent patterns of verbal interaction within Tunisian EFL lessons and highlights the model's importance in understanding teachers' classroom practices. This research has pedagogical implications for EFL teachers and potential applications in teacher training programs. It offers in-service EFL teachers a descriptive tool to analyse, evaluate, and critically reflect on classroom practices.\",\"PeriodicalId\":14366,\"journal\":{\"name\":\"International Journal of Science and Research Archive\",\"volume\":\"9 1\",\"pages\":\"\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2024-07-30\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"International Journal of Science and Research Archive\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.30574/ijsra.2024.12.2.1305\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Science and Research Archive","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.30574/ijsra.2024.12.2.1305","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
A discourse model to analyse verbal interaction in Tunisian EFL lesson discourses
In this article, a discourse model was developed to analyse verbal interactions in 38 Tunisian EFL lessons. This model identifies four elements of exchange structure—INITIATION, RESPONSE, NEGOTIATION, and TERMINATION—and several communicative acts that differ from those proposed by Sinclair and Coulthard (1992). Data analysis underscores the prevalent patterns of verbal interaction within Tunisian EFL lessons and highlights the model's importance in understanding teachers' classroom practices. This research has pedagogical implications for EFL teachers and potential applications in teacher training programs. It offers in-service EFL teachers a descriptive tool to analyse, evaluate, and critically reflect on classroom practices.