A Study of Constructive or Restrictive Features of Classroom Discourse in an EFL Adult Classroom in Thai Context

Abstract

This study was founded on the notion that the microanalysis of classroom discourse can reveal how language is used as a tool to mediate learning (Kowal & Swain, 1994). This study used the interactional features in the Classroom Context mode in the Self-evaluation teacher talk (SETT) framework by Walsh (2006) to identify how spoken interactions lead to or hinder opportunity to learn during classroom discourse between adult learners and an English teacher in a Thai classroom. The findings show that topic initiation by students, teachers’ clarification and minimal repair can potentially generate constructive teacher talk whereas the lack of extended learner turn can limit learners’ linguistic production. The findings adds evidence to the need to fostering teachers’ awareness of their classroom language use and its effect on learning.