An Analysis of Classroom Discourse - University of Birmingham

Thus, I have proposed a new exchange and have labeled it as a repetition exchange. The
head act in the opening move, I have termed model (mo), which functions as the example
of what the students are to repeat. There can also include an optional directing act in the
move, but the head act is the model. The answering move needs to include the repetition
of the model from the students. As the response suggests, I have labeled this act
repetition (rpt). There are many instances where this is present in my analysis (see
Appendix C).
model mo Realized by an utterance from the
prompter. Its function is to
provide a correct model of the
required language.
repetition rpt Realized by a repetition of the
utterance by the prompter. Its
function is to repeat the correct
model of required language.
In my analysis the follow-up move was common but optional and can include Sinclair
and Coulthard’s acts. Therefore, I have included a new teaching exchange to my analysis
in order to capture the ‘listen-and-repeat’ aspect of this lesson and have structured it as
IR(F).
4.2 NON-VERBAL HEAD ACTS
Another problem that I encountered with exchanges was when the teacher provided a
non-verbal act in the opening move to elicit a response from the students. The teacher
would perform a gesture that the students would have to interpret and give a verbal
response. I originally thought that the teacher was giving the students a clue as to what
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