New mode of IRF in English as a foreign language classroom.docVIP

 PAGE \* MERGEFORMAT 25 New mode of IRF in English as a foreign language classroom Abstract: In 1975, Sinclair and Coulthard classroom speech event analysis, the theory became known as the “starting to respond to feedback (the IRF” mode the foundation, however, in an English class in classroom discourse observation, I found that classroom discourse between teachers and students are not fully comply with the fixed IRF, the IRF will be transformed into each other between the teachers and students, the classroom is not expected what happened will break this pattern and this article will be Sinclair and Coulthard’s IRF as the theoretical basis for dialogue usually three in the classroom between teachers and students a practical basis, to rebuild the IRF model. Keywords:: IRF; foreign language, a new model, analysis I. Introduction Sinclair and Coulthard (1975: 27 classroom interaction structure is divided into five levels: behavior (Act, then step (Move, exchange (Exchange, and activities (the Transaction, and teaching (the Lesson, Sinclair and Coulthard found in the research process in class, the teacher to comply with a strict order for the dialogue between birth and structured. Since then, Coulthard and Montgomery (1981, Sinclair and Brazil (1982 to continue to study a short discourse structure. Most of these studies used a discourse analysis method ( discourse Analysis Approach,, and the study of the exchange (the Exchange “class (such as: Michael Stubbs, 1983 of the dialogue. Sinclair and Coulthard (1975: 44 the exchange of” exchange “divided into boundaries (Boundary Exchange and teach exchange (the Exchange Teaching) types. exchange boundaries start or end of the mark in the teaching stage, while imparting exchange is concerned that the teaching progress (White, 2003: In the original model of Sinclair and Coulthard, passing on the exchange, including the step of the three words (the Move: (Opening, the answer (Answering, continued (Follow-up