EFL Classroom Discourse

Authors

Reongrudee Soonthornmanee

Publication Date

2004-04-01

Abstract

Research results in the past pointed out that second language (L2) learning would not simply extrapolate from first language (L1) acquisition or from general learning theories. Therefore, teachers need to understand ways students learn L2 as well as the nature of the classroom that leads to efficient and effective learning of instructional contents. The present study aimed to explore different types of discourses in an EFL classroom, occurring as a result of teacher-centered interactions in class. The data revealed that the teacher mainly asked questions and gave feedback to students' answers. That is, the interaction generated in the EFL classroom was predominantly a teacher-centered question-answer-feedback interaction during which knowledge was displayed and evaluated. Instead, classroom interaction should be a dynamic process involving co-operation between the teacher and students to ensure acquisition of optimal input. An EFL classroom can be an excellent place for L2 acquisition providing that the teacher is aware of the types of input he or she needs to provide as well as the kinds of interaction he or she needs to generate.

DOI

10.58837/CHULA.PASAA.35.1.5

First Page

89

Last Page

108

Recommended Citation

Soonthornmanee, Reongrudee (2004) "EFL Classroom Discourse," PASAA: Vol. 35: Iss. 1, Article 6.
DOI: 10.58837/CHULA.PASAA.35.1.5
Available at: https://digital.car.chula.ac.th/pasaa/vol35/iss1/6