• ISSN: 2382-6282 (Print); 2972-3108 (Online)
    • Abbreviated Title: Int. J. Lang. Lit. Linguist.
    • Frequency: Bimonthly
    • DOI: 10.18178/IJLLL
    • Editor-in-Chief: Dr. Jason Miin-Hwa Lim
    • Executive Editor:  Jennifer X. Zeng
    • Indexed by:   CNKI, Google Scholar, Crossref,
    • E-mail: ijlll@ejournal.net
IJLLL 2015 Vol.1(1): 6-9 ISSN: 2382-6282
DOI: 10.7763/IJLLL.2015.V1.2

Classroom Discourse Analysis in EFL Elementary Lessons

Dorota Domalewska
Abstract—The present study is an attempt to confront the problem of many Thai students’ failure to communicate fluently and accurately in English. For this reason the study investigates the patterns of teacher-student interaction in beginner EFL (English as a Foreign Language) lessons in a Thai elementary school. The analysis of classroom discourse shows that one-way communication prevails in the lessons with the teachers leading teacher-fronted discussion and students listening and then either repeating after the teacher or responding briefly. If the students are engaged in a discussion, they are asked mainly comprehension, assent or educational (grammar and vocabulary) questions. Furthermore, an examination of the teachers’ and students’ verbal behaviors shows frequent code-switching practices.

Index Terms—Classroom discourse analysis, code switching, elementary education, English as a foreign language.

Dorota Domalewska is with Rangsit University, Pathum Thani, Thailand (e-mail: dorota@outlook.co.th).


Cite:Dorota Domalewska, "Classroom Discourse Analysis in EFL Elementary Lessons," International Journal of Languages, Literature and Linguistics vol. 1, no. 1, pp. 6-9, 2015.

Copyright©2008-2023. International Journal of Languages, Literature and Linguistics. All rights reserved.
E-mail: ijlll@ejournal.net