National open university of nigeria school of arts and social sciences
Download 0.49 Mb. View original pdf
|
- Navigate this page:
- 4.0 Conclusion
- 5.0 Summary
| React T: (Seeing that a student is sleeping while the lecture is going on, signals that the student should stand up. S: (student stand sup) Nominate T: Tell me, what do you calla sound produced with a plosion? S: Sir T: Yes, Angela (nom) S: A plosive sound T: Very good, let’s clap for her 4.0 Conclusion The study of classroom discourse marked the beginning of how discourse is structured and organized, especially in an institutional setting. Sinclair and Coulthard proposed what they believe constitute discourse structure, using a rank scale similar to Halliday’s grammatical rank scale. Their study further opened up several attempts on the study of how the discourse is organized. 5.0 Summary In this Unit, we have seen an attempt by two scholars to produce a structural analysis of naturally occurring discourse, drawing a lot of ideas form Halliday’s Scale and Category Grammar. In their observation, discourse is higher than grammar and just like grammar, it has its own rank scale, which consist of five units Lesson, Transaction, 64 Exchange, Move and Act. We have discussed each of these units and given you the appropriate examples. The importance of this is that you should be able to analyze a classroom interaction using the method we have outlined in this Unit. 6.0 Tutor-marked Assignment Imagine you are to teach a class for about 40 minutes. Construct a classroom discourse that has 10 of the classes of act discussed in this unit. 7.0 References/Further Reading Olateju, MA) Patterns of Interaction in the Science and Humanities ESL PhD Classrooms. Thesis, Obafemi Awolowo University, Ile-Ife Sinclair, J. and Coulthard, M. (1975) Towards an Analysis of Discourse, the English Used by Teachers and Pupils. Oxford OUP. Taiwo, Rand Salami, F. (2007) Discourse Acts in Antenatal Clinic Literacy Classroom in South-Western Nigeria Linguistik Online, 2/2007 (25-40) |