Analysis of Classroom Interaction Using IRF Pattern: A Case Study of EFL Conversation Class
(1) STBA LIA Jakarta Jalan Pengadegan Timur Raya N0.3 Pancoran Jakarta Selatan (12770) Tel. (021) 79181051
(*) Corresponding Author
Abstract
This study sheds lights on whether the use of Initiation, Response and Feedback (IRF) in teaching facilitates learner-initiated communication and gives learning opportunity for learners to engage in classroom interaction. This study applies the IRF framework proposed by Sinclair and Coulthard (1975), Initiation from (Mackey (2012) and teacher talk by CUllen (1988). The method applied for this study is qualitative method by classroom observation as the technique for data collection. The video records the classroom observation. The data are taken from classroom interaction of conversation class. The result of this study is the IRF pattern which mostly occurs in classroom interaction can be used to analyze classroom interaction. Additionally, the teaching using IRF pattern can facilitate learner-initiated communication and give learning opportunities for leaners to engage more in classroom interaction.
Key words: IRF Pattern, learner-initiated communication, classroom interaction
Full Text:
PDFReferences
Cullen, R. (1998). Teacher talk and the classroom context. ELT Journal 52: 179-187.
Diaz, Noemi R. (2009). A Comparative study of native and non-native teachers’ scaffolding techniques in SLA at an early age. Estudios Ingleses de la Universidad Complutense 17: 57-73.
Ellis, R. (1985). Understanding Second Language Acquisition. Oxford: Oxford University Press.
Christie, F. (2002). Classroom Discourse Analysis: Functional Perspective. London: Continuum.
Hall, J. Kelly. (2009). Interaction as method and result of language learning. Language Teaching 43:2, 202-215.
Kumaravadevalu, B. (1999). Critical classroom discourse analysis, TESOL Quarterly, 33: 453-84.
Llinares-Garcia, Ana. (2005). The effect of teacher feedback on EFL learners’ functional production in classroom discourse. Anglogermanica Online. Retrieved July 8th, 2013 from http://www.uv.es/anglogermanica/2005/linares.html.
Mackey, Alison. (2012). Input, Interaction and Corrective Feedback in L2 Learning. Oxford: Oxford University Press.
Seedhouse, P. (2011). Conversation analytic research into language teaching and learning, in Hinkel, E. (Ed.). The Handbook of Research in Second Language Teaching and Learning. Vol. II. USA: Routhledge.
Sert and Paul Seedhouse. (2011). Introduction: Conversational Analysis in Applied Linguistics. Novitas-ROYAL 5: 1-14.
Sinclair and Coulhard. (1975). Toward the analysis of Second Language Classroom. Oxford: Oxford University Press.
Walsh, S. (2006). Investigating Classroom Discourse. USA: Routledge.
DOI: http://dx.doi.org/10.30998/scope.v3i1.2782
Refbacks
Copyright (c) 2019 SCOPE: Journal of English Language Teaching
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License