Non Critical Analysis of EFL Classroom Discourse in a Speaking Course through Bower’s model

Abstract

This is a descriptive qualitative study of speaking classroom discourse. This study aims to discuss an authentic spoken discourse of an EFL class by employing Bowers’ model (1980) to determine which teaching functions enhance the communication opportunities for students. In this article, the concept of Bower’s model is first discussed and how it is of a vital significance to classroom interaction in an EFL class and the efficiency and effectiveness of the various patterns of discourse. In this article, the distribution of teacher-talk and student-talk is investigated and who has a higher degree of control over the discourse in the class is highlighted. It also examines the structure of interactions and how the teacher manages the conversation and turn-taking. The article includes how teachers understand their language affects the role in the classroom as well as how learners are aware of when and where they have to engage in the speaking process. In addition, the article also investigates the functions in a speaking class and how different teacher acts are used in urging learners to participate in classroom discussion. The last section is a conclusion to summarize the main ideas discussed in the article.