English (United Kingdom)

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This paper is the outcome of a year-long case study exploring the pattern of discourse in undergraduate English as a second language (L2) classroom in Assam, India. Following the socio-culturally based theoretical perspective that language learning in an L2 classroom occurs within the context of guided discourse patterns, this study attempts at a description of the discourse patterns and strategies adopted by the L2 instructor in the classroom under scrutiny. In doing so, the study looks at the role of the instructor in the initiation and continuation of the spoken discourse between him and the L2 learners, mostly following the Initiation-ResponseFeedback (IRF) pattern, and among the L2 learners themselves. It also seeks to interpret the types and consequences of the style of questioning adopted by the instructor in terms of motivation for more oral exchanges among the L2 learners. The study shows that the high frequency of demonstrative questions from the instructor and IRF pattern of spoken discourse between the instructor and the L2 learners does not encourage the learners for longer oral interaction in the L2.

Discourse Patterns in English as an L2 Classroom in India