DISCOURSE ANALYSIS OF TEACHER–STUDENT INTERACTION IN ENGLISH CLASSROOMS
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Abstrak:
This thesis explores the discourse patterns that emerge in teacher–student interaction within English language classrooms. Drawing on established models of classroom discourse, particularly the Initiation–Response–Feedback (IRF) structure and interactional sociolinguistics, the study examines how teachers’ linguistic choices shape participation, learning opportunities, and power relations in instructional settings. The analysis is grounded in empirical findings from previous discourse-analytic studies conducted in second language classrooms. By synthesizing existing research, the thesis highlights the pedagogical implications of discourse practices for effective language teaching and learner engagement.
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