Teacher-student interaction in the ESL classroom an investigation of the three-part exchange in Pokuase schools

Abstract

Classroom interaction refers to the exchanges that occur between the teacher and the learner during a classroom discourse. This study examined the application of Sinclair and Coulthard‘s (1975) model of exchange structure (IRF) in classrooms in schools in Pokuase in the Ga-North Municipality. In examining the classroom interaction, the study focused mainly on Initiation-Response and Feedback (IRF) as a pedagogical technique used in the ESL classroom. To achieve the objectives, data were collected using recordings, interview and observation from five public and five private basic schools from Pokuase and analyzed qualitatively. Results indicated that teachers and pupils utilize different types of the IRF structure to achieve language learning objectives. Based on the results, it is argued that teachers in Ghanaian schools could employ the exchange structure to create a conducive classroom atmosphere devoid of intimidation as pupils also find it necessary to be part of the structure. Also, teachers are entreated to have an understanding of this structure so as to allow pupils to freely initiate lessons where possible in order that they will not miss their turns in the interaction.