A discourse model to analyse verbal interaction in Tunisian EFL lesson discourses

Saloua Mrabet-Abid *

Assistant Professor of TESOL and Applied Linguistics, The University of Carthage, Higher Institute of Languages, Tunis.
 
Review
International Journal of Science and Research Archive, 2024, 12(02), 998–1016.
Article DOI: 10.30574/ijsra.2024.12.2.1305
Publication history: 
Received on 10 June 2024; revised on 16 July 2024; accepted on 19 July 2024
 
Abstract: 
In this article, a discourse model was developed to analyse verbal interactions in 38 Tunisian EFL lessons. This model identifies four elements of exchange structure—INITIATION, RESPONSE, NEGOTIATION, and TERMINATION—and several communicative acts that differ from those proposed by Sinclair and Coulthard (1992). Data analysis underscores the prevalent patterns of verbal interaction within Tunisian EFL lessons and highlights the model's importance in understanding teachers' classroom practices. This research has pedagogical implications for EFL teachers and potential applications in teacher training programs. It offers in-service EFL teachers a descriptive tool to analyse, evaluate, and critically reflect on classroom practices.
 
Keywords: 
EFL/ESL; Discourse Analysis Model; Spoken Discourse Analysis; Verbal Interaction; Critical reflective practices
 
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