Abstract:
Classroom interaction refers to the exchanges that occur between the teacher and the
learner during a classroom discourse. This study examined the application of Sinclair
and Coulthard‘s (1975) model of exchange structure (IRF) in classrooms in schools in
Pokuase in the Ga-North Municipality. In examining the classroom interaction, the
study focused mainly on Initiation-Response and Feedback (IRF) as a pedagogical
technique used in the ESL classroom. To achieve the objectives, data were collected
using recordings, interview and observation from five public and five private basic
schools from Pokuase and analyzed qualitatively. Results indicated that teachers and
pupils utilize different types of the IRF structure to achieve language learning
objectives. Based on the results, it is argued that teachers in Ghanaian schools could
employ the exchange structure to create a conducive classroom atmosphere devoid of
intimidation as pupils also find it necessary to be part of the structure. Also, teachers
are entreated to have an understanding of this structure so as to allow pupils to freely
initiate lessons where possible in order that they will not miss their turns in the
interaction.
Description:
A thesis in the Department of Applied Linguistics, Faculty of Foreign Languages
Education and Communication, submitted to the School of Graduate Studies, in
partial fulfilment
of the requirements for the award of the degree of
Master of Philosophy
(Teaching English as a Second Language – TESL)
in the University of Education, Winneba
SEPTEMBER, 2019
