An Analysis of Classroom Discourse - University of Birmingham

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87. Repetition 88. Repetition 89. Repetition 90. Boundary 91. Repetition 92. Repetition 93. Repetition 94. Repetition 95. Repetition 96. Repetition 97. Repetition 98. Repetition T: OK ^ (m) OPENING T: Now, look, you see this? (s) Do. (mo) OPENING T: <strong>An</strong>d so here (com) Do. (mo) OPENING T: Don’t. (mo) FRAME T: OK ^ (m) OPENING T: One more time all together. (d) CD: Do you have cows? (mo) OPENING T: One more time. (d) CD: Do you have cows? (mo) OPENING T: So (m), say again. (l) You have. (mo) OPENING T: Do you have. (mo) OPENING CD: Do you have cows? (mo) OPENING CD: Yes, I do. (mo) OPENING CD: How many cows? (mo) OPENING CD: Five cows. (mo) 99. Boundary FRAME T: OK ^ (m) FOCUS T: So (m), OPENING 100. Repetition T: One more time. (d) I have cows. (mo) 101. Repetition OPENING T: How many cows? (mo) 102. Repetition OPENING T: Five cows. (mo) 103. Repetition OPENING T: You have cows. (mo) 104. Repetition OPENING T: Do you have cows? (mo) 105. Repetition OPENING T: Yes, I do. (mo) 106. Pupil OPENING Informing S10: No, I don’t (i) FRAME 107. Boundary T: OK (m), now ^ (m) 108. Directing FOCUS T: Let me see. (z) Let’s look at…(z) OPENING T: Yes, let’s just look, just wait, don’t don’t. (d) Only look at ANSWERING Ss: Do. (rpt) ANSWERING Ss: Do. (rpt) ANSWERING Ss: Don’t. (rpt) ANSWERING Ss: Do you have cows? (rpt) ANSWERING Ss: Do you have cows? (rpt) ANSWERING Ss: You have. (rpt) ANSWERING Ss: Do you have. (rpt) ANSWERING Ss: Do you have cows? (rpt) ANSWERING Ss: Yes, I do. (rpt) ANSWERING Ss: How many cows? (rpt) ANSWERING Ss: Five cows. (rpt) ANSWERING Ss: I have cows. (rpt) ANSWERING Ss: How many cows? (rpt) ANSWERING Ss: Five cows. (rpt) ANSWERING Ss: You have cows. (rpt) ANSWERING Ss: Do you have cows? (rpt) ANSWERING Ss: Yes, I do. (rpt) ANSWERING Ss: NV (rea) FOLLOW-UP T: Exactly (e) FOLLOW-UP T: I thought I heard like. (z) FOLLOW-UP T: Good. (acc) FOLLOW-UP T: OK. (e) FOLLOW-UP T: Good. (acc) Excellent. Very very nice. (e) FOLLOW-UP T: No, I don’t. (acc) 32
109. Boundary 110. Eliciting 111. Boundary me. (d) FRAME T: Now ^ (m) FOCUS T: Let’s see what we have here. (z) OPENING T: What’s this? (el) FRAME T: Now ^ (m) FOCUS T: Let’s do it properly. (z) 112. Repetition OPENING T: It’s a cow. (mo) 113. Repetition OPENING T: I have a cow. (mo) 114. Repetition OPENING T: I have cows. (mo) 115. Boundary FRAME T: So ^ (m) 116. Repetition OPENING T: It’s a cow. (mo) 117. Eliciting OPENING T: What’s this? (el) 118. Repetition OPENING T: It’s a monkey. (mo) 119. Repetition OPENING T: Monkey. (mo) 120. Eliciting OPENING T: Do you have monkeys? (el) 121. Eliciting OPENING T: Er, what’s this? (el) 122. Repetition OPENING T: It’s a kangaroo. (mo) 123. Repetition OPENING T: Kangaroo. (mo) 124. Eliciting 125. Eliciting OPENING T: Er, what’s this? (el) OPENING T: Do you have dogs? (el) Do you have dogs? (n) 126. Repetition OPENING T: Yes, I do. (mo) OPENING 127. Repetition T: One more time. (d) Yes, I do. (mo) 128. Boundary FRAME T: So ^ (m) 129. Repetition OPENING T: It’s a dog. (mo) 130. Eliciting OPENING T: What, what’s this? (el) 131. Repetition OPENING T: Bear. (mo) ANSWERING Ss: Cow (rep) ANSWERING Ss: It’s a cow. (rpt) S11: It’s a monkey. (rep) ANSWERING Ss: I have a cow. (rpt) ANSWERING Ss: I have cows. (rpt) ANSWERING Ss: It’s a cow. (rpt) ANSWERING Ss: It’s a monkey. (rep) ANSWERING Ss: It’s a monkey. (rpt) ANSWERING Ss: Monkey. (rpt) ANSWERING S12: NV [student shakes head] ANSWERING Ss: It’s a kangaroo. (rep) ANSWERING Ss: It’s a kangaroo. (rpt) ANSWERING Ss: Kangaroo. (rpt) ANSWERING Ss: It’s a dog. (rep) ANSWERING S13: Yes, I do. (rep) S14: Yes, I do. (rep) Ss: Yes, I do. (rep) ANSWERING Ss: Yes, I… (rpt) ANSWERING S15: Yes, I do. (rpt) ANSWERING Ss: It’s a dog. (rpt) ANSWERING Ss: It’s a bear. (rep) ANSWERING Ss: Bear. (rpt) FOLLOW-UP T: NV FOLLOW-UP T: Good. (acc) FOLLOW-UP T: OK, good. (acc) FOLLOW-UP T: Good. (acc) FOLLOW-UP T: Good. (e) FOLLOW-UP T: OK, very good. (acc) FOLLOW-UP T: Very good. (e) FOLLOW-UP T: NV FOLLOW-UP T: Good. (acc) FOLLOW-UP T: It’s a dog. (acc) Very good. (e) FOLLOW-UP T: OK. (acc) FOLLOW-UP T: OK, very good. (e) Very very good. (acc) FOLLOW-UP T: OK, good. (acc) FOLLOW-UP T: NV FOLLOW-UP T: Good. (acc) 33
Page 1 and 2: An Analysis of Classroom Discourse:
Page 3 and 4: An Analysis of Classroom Discourse:
Page 5 and 6: move labeled as the head act. There
Page 7 and 8: parts. Let us have a look the teach
Page 9 and 10: teacher has deliberately withheld i
Page 11 and 12: These exchanges mirror Sinclair and
Page 13 and 14: he wanted elicited. However, Sincla
Page 15 and 16: According to Sinclair and Coulthard
Page 17 and 18: 5. USEFULNESS IN STUDYING CLASSROOM
Page 19 and 20: happening here. There seems to be m
Page 21 and 22: comment com accept acc evaluate e s
Page 23 and 24: 30. CD: One, two, three, four, five
Page 25 and 26: 117. T: Yes, I do. 118. Ss: Yes, I
Page 27 and 28: 196. T: One more time. Yes, I do. 1
Page 29 and 30: 20. Informing 21. Boundary 22. Dire
Page 31: 63. Informing 64. Boundary 65. Dire

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