EFL classroom discourse

Abstract

Research result in the part 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 effective learning of instructional contents. The present study aimed to explore different types of dsicourses in an EFL classroom, occurring as a result of teacher-centered interactions in class. The data revealed that the teacher mainly asked question and gave feedback to students' answers. That is, interaction generated in the EFL classroom was predominantly a teacher-centered question-answer-feedback interaction during should be a dynamic process involving cooperation between the teacher and students to ensure acquisition of optimal input he or she needs to provide as well as the kinds of interaction he or she needs to generate.