Slide 2

Discourse analysis tool is a method to investigate communication in a certain context, whether it is formal or informal setting. It cover many analytics processes, from coding an quantification to more qualitative interpretations. The focus on stretches of oral discourse in classroom interaction leads us naturally to units of analysis which are different from the concepts of sentence, clause, or phrase, as these terms are used in syntactic analysis. Slide 3 Most people would probably agree readily enough that the amount of time a teacher spends talking during a lesson is an objective matter, whereas what the learner think of what the teacher says is clearly a subjective matter. For example : you could audio - record the lesson and then calculate the amount of time that the teachers voice was heard on tape. Slide 4 Slide 5 Slide 6 Slide 7 Slide 8 Slide 9 Slide 10 L2 classroom is a teaching/learning scenario that creates a specific classroom discourse community between teacher and students. In this paper, author aims to explore the L2 classroom discourse and power relationship. From this perspective, the writer provides insights into learner empowerment issue in L2 classroom

This slide provide a literature review of two approaches to L2 classroom interaction: conversation analysis (CA) and discourse analysis (DA). By examining the two approaches, their strengths and limitations are highlighted in an attempt to discern the most dynamic approach that informs the different varieties of communication in the L2 classroom context.

Studying classroom interaction has helped in finding effective ways of preparing L2 teachers, evaluating teaching, studying the relationship between teaching and learning, and promoting teachers' awareness of their teaching and consequently improving it. For these purposes and many others, several approaches including CA and DA are used to measure, analyse and describe the behaviour of participants in classrooms
Slide 11 Slide 12 It includes using culturally appropriate ways to compete successfully with other would be speakers, interpreting their intention through their actions, a fine sense of rhythm and timing, and speakership is obtained the ability to say what one wants to say effectively. This state of affairs can lead at least three possible consequences: 1. The ways in which classroom activities are conducted and determined by the force. 2. Learner will not be able to explore the way in which speaker change is effected through turn taking iin the target language. 3. The conversational organization provides an intrinsic motivation for listening Slide 13 Prospective : the way the turn is linked. 1. Allocation: the work of specifying a speaker for the next turn on turns. This work is done in three basic ways, and in combinations of them: a. Nominating : verbally selecting a next speaker by giving a name, description or pronoun ( you there ) b. Signaling: pointing with finger, chin, arm, postura, orientation c. Eye gaze This category is often called Specific solicit or personal solicit 2. Soliciting : the work of specifying the content or substance of the next turn without specifying the next speaker. 3. Ending : ending a turn without implication for content or speakership of subsequent turn 4. Giving up or trailing : occurs when a speaker cannot or will not bring the turn to its projected or projectable conclusion. 5. Giving way is said to occur when a speaker stop short before the projected completion of his/her turn in order to give way to competition. Retrospective

Is allocated when its speaker has been specifically given the right or obligation to speak in previous.

Slide 14 For example

A: I have a: cousin teaches there. D: Where. A: Uh:, Columbia. D: > Columbia? A: Uh huh. D: > You mean Manhattan? A: No. Uh big university. Isnt that in Columbia? D: Oh in Columbia. A: Yeah. The repair initiations in lines 4 and 6 both indicate that there is a problem with the utterance in line 3. However, they present a different diagnosis of the problem. The repeat construes it as a problem identifying what was said and suggests a remedy by presenting a candidate hearing
Slide 15 It would now be possible to construct a classification or coding model, and apply this to different data to test its sorting capacity.