International Journal of Linguistics, Literature and Translation

Yazarlar: Golebamang Galegane

Konular:-

DOI:10.32996/ijllt.2021.4.11.1

Anahtar Kelimeler:Interactional Patterns,Initiation,Response,Feedback,Sociocultural Theory,Classroom Discourse

Özet: This study investigates the interactional patterns that were used in ESL classrooms at higher learning at the University of Botswana and the reasons for the said patterns. A qualitative approach was employed and the classroom observations were used to investigate the topic. To further shed some light on the patterns used in the CSS classrooms, reference will be made to Vygotsky’s sociocultural theory and Sinclair & Coulthard’s Initiation, Response, Feedback (IRF) analytical tool.  The results indicated that there were ‘new’ interactional patterns at the University of Botswana classrooms. Some of these were Initiation Response (IR) and Initiation Response Response (IRR) which led to the conclusions that the patterns of interaction which emanated from the study were, “better”, “good”, and “not so good” (BGN interactional patterns).  This study concludes that there is an attempt to produce quality classroom interaction as the interactional patterns of “better”, “good”, and “not so good” (BGN interactional patterns) were demonstrated with the first two categories carrying higher percentages.

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