%0 Journal Article
%T A Case Study of Classroom Discourse Analysis of TeacherĄ¯s Fronted Reading Comprehension Lessons for Vocabulary Learning Opportunities
%A Justina Ong
%J RELC Journal
%@ 1745-526X
%D 2019
%R 10.1177/0033688217730138
%X This study examined classroom routine and interactional patterns of Grade 5 English Language reading comprehension lessons through delineating the speech act functions of instructional discourse that was based on MalcolmĄ¯s sociolinguistic model (Malcolm, 1979a; Malcolm, 1979b; Malcolm, 1982; Malcolm, 1986). It also evaluated the classroom interaction patterns with reference to four proposed levels of vocabulary learning opportunities that could be afforded through the discourse. Using a qualitative single case study methodology, four video-recorded and transcribed lessons, together with a semi-structured interview with the teacher, classroom observations, and lesson plans formed the data for the present study. The classroom routine showed teacherĄ¯s informing, teacherĄ¯s elicitation, childrenĄ¯s bidding, teacherĄ¯s nomination, childrenĄ¯s replying, teacherĄ¯s acknowledgement, teacherĄ¯s informing and teacherĄ¯s directing and a predominant Initiation-Response-Follow-up pattern. The teacherĄ¯s discourse had focussed the learnersĄ¯ attention on target vocabulary and was effective in eliciting the meanings of those words from the learners. However, most of the successful elicitations took few and short turns. A closer examination further revealed that the most prevalent teacherĄ¯s elicitation acts were checking elicitation and multiple elicitation; and that the most prevalent teacherĄ¯s acknowledgement acts were unqualified accepting or relaying, and evaluating. The types of teacherĄ¯s elicitations and acknowledgements resulted in an interaction that was devoid of dynamic negotiation of the meanings between the learners, teacher, and text
%K Classroom interaction
%K speech act functions
%K classroom routine
%K teacherĄ¯s elicitations and acknowledgements
%K sociolinguistics model
%K vocabulary learning opportunities
%K case study
%U https://journals.sagepub.com/doi/full/10.1177/0033688217730138