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Article
An Analysis of College English Classroom Discourse From the IRF Perspective
Author(s)
CHEN Jianhong
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DOI:10.17265/1539-8080/2022.07.005
Affiliation(s)
University of Shanghai for Science and Technology, Shanghai, China
ABSTRACT
Initiation-Response-Feedback (IRF) refers to the classroom discourse mode proposed by Sinclair and Coulthard in 1975. This paper analyzes College English classroom discourse from the perspective of IRF mode and reveals that IRF has played a significant role in promoting the progress of classroom discourse and has been applied in a flexible and diversified way, as both the standard IRF and the variants of IRF like IR[I1RI(I2R2InRn)]F and IRF1RF2RFnRF can be found in College English classroom discourse. The enlightenment from the analysis is that teachers should attach enough importance to how to initiate a classroom discourse properly, how to evaluate a response effectively, and how to use IRF appropriately for different types of teaching tasks to optimize students’ knowledge construction.
KEYWORDS
IRF, classroom discourse, IR[I1RI(I2R2InRn)]F, IRF1RF2RFnRF
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