Article published In:
Australian Review of Applied LinguisticsVol. 14:2 (1991) ► pp.30–72
Towards a further analysis of teacher talk
Current systems for analyzing classroom talk require some refinement in order that they may be applied for professional development purposes. Sinclair and Coulthard’s (1975) system is particularly useful as a potential tool for diagnostic purposes, but requires further development at the level of ‘act’ both in order to clarify theoretical frameworks and to provide manageability in terms of its application. This study will present a first approximation towards the development of a more refined system of classifying classroom discourse. In its focus on teacher talk, it will provide a preliminary taxonomy of types of teacher acts. This taxonomy, it is hoped, will both inform existing theory and provide a diagnostic tool in the training of teachers.
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Cited by
Cited by 5 other publications
Clyne, Michael & Diana Slade
1994. Spoken discourse studies in Australia. Australian Review of Applied Linguistics. Series S 11 ► pp. 1 ff. 
Love, Kristina
1994. A Discourse Analytic Model for Developing Reflective Practice. South Pacific Journal of Teacher Education 22:2 ► pp. 151 ff.
Love, Kristina
Love, Kristina & Didi Suherdi
1996. The negotiation of knowledge in an adult English as a second language classroom. Linguistics and Education 8:3 ► pp. 229 ff.
Walsh, Steve
2002. Construction or obstruction: teacher talk and learner involvement in the EFL classroom. Language Teaching Research 6:1 ► pp. 3 ff.
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