Application of the IRF Framework in Analyzing Classroom Discourse in Exemplary Primary School English
Journal: Journal of Higher Education Research DOI: 10.32629/jher.v6i3.4115
Abstract
This study examines the application of the IRF framework in classroom discourse analysis, focusing on high-quality primary school English lessons. By transcribing classroom interactions and systematically analyzing sequences, the research categorizes classroom discourse into three types. Combining both quantitative and qualitative methods, the study underscore the importance of the IRF structure in maintaining classroom order, enhancing student participation, and supporting cognitive and linguistic development. This research provides valuable insights for optimizing teaching practices and demonstrates the practical benefits of the IRF framework in improving teaching quality.
Keywords
IRF framework; classroom discourse analysis; primary school
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[2]Sinclair&Coulthard.Towards an Analysis of Discourse: The English Used by Teachers and Pupils.Oxford University Press.1975.
[3]Wells.Reevaluating the IRF sequence: A proposal for the articulation of theories of activity and discourse for the analysis of teaching and learning in the classroom.Linguistics and Education,1993.
[4]Nassaji&Wells.What’s the use of Triadic Dialogue? An investigation of teacher-student interaction.Applied Linguistics,2020.
[5]Zhang.Interactive patterns and teacher talk features in an EFL reading class in a Chinese university.Theory and Practice in Language Studies,2012.
[6]Huang.A discussion on IRF classroom discourse structure: Discoveries, debates, and reconsiderations.Global Education,2018.
[7]Chen.Instructional design for primary school English extracurricular reading based on learning analysis.English Teaching&Research in Primary and Secondary Schools, 2024.
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