An analysis of spoken discourse in ELT classsroom descriptive study

Abstract

This study entitled An Analysis of Spoken Discourse in ELT Classroom: Descriptive Study was carried out to find out the uses of spoken discourse in ELT classroom by L2 speaker, to find Spoken discourse and conversation analysis pattern. Both primary and secondary sources of data were used to carry out this study. The data were collected through class observation. Data was recordedof six different classes. Descriptive method was used for the data analysis and interpretation. To achieve the objectives, observation and audio recording were chosen as a tool for data collection. They were analyzed descriptively.The findings prevailed that naturally occurring classroom discourse based onSinclair-Coulthard analysis model developed in 1975 had paved the way of analyzing discourse pattern in EFL and ESL classroom. Conversation between teacher and students had been transcribed, categorized and put into different entities like 'Exchange' ,' Move' and 'Act'. It is based on teacher- student interaction patterns. Their proposed pattern describes classroom discourse in rank scale. To characterized and co-respond the discourse, scale has been developed from lower level to higher level i.e.Lesson, Transaction, Exchange, Moveand Acts. Findings of this study prevailed that IRF model was found in Nepali ELT Classroom. Similarly, for the explanation of concrete idea teacher and student both were persuaded to use mother tongue. Furthermore, findings of this research tells us that the structure of spoken discourse analysis on the basis of rank scale, especially 'Act', 'Move' and 'Exchange' emerging as foundation for classroom discourse analysis.

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There are five chapters in this research study. The first chapter consists ofbackground of the study, statement of the problem, objectives of the study, researchquestions, significance of the study, delimitation of the study. Similarly, second chapter contains both of theoretical and conceptual literature including the implications of the reviewed literature. Furthermore conceptual framework also included in this chapter. Third chapter deals with the method andprocedures of the study. It also includes research design, population, sample,sampling strategies, data collection tools, data collection procedures, datainterpretation procedures. Furthermore, the fourth chapterinvolves analysis and interpretation of data. And the fifth chapter shows the majorfinding and conclusion of the study. Moreover, it also suggests some pedagogicalimplications based on policy related, practice related and further research related. Thischapter followed by references used for the study.