Scaffolding through Interaction: A Discourse Analysis of Directive Speech Acts in a Guided Discovery EFL Classroom by Jim Scrivener
DOI:
https://doi.org/10.65405/s8sq1s79Keywords:
EFL, Directive speech acts, Guided Discovery, IRF, Scaffolding.Abstract
This discourse analysis investigates the types of directive speech acts employed by a teacher and their pedagogical functions add as scaffolding tools within a guided discovery EFL classroom. A qualitative descriptive method was used to analyse YouTube video of Jim Scrivener teaching eight adult EFL learners. Data were collected throughout the observation and transcript analysis. The findings revealed the three main types of directive speech acts: questions, requests, and commands. questions emerged as the most frequent type, serving to elicit responses, monitor comprehension, facilitate corrective feedback, and guided learners toward the independent discovery of lexical and grammatical forms. Requests encouraged students to make sentences, while commands helped direct attention and increase participation. The study also found that these directive speech acts functioned as scaffolding tools by promoting learner discovery,
self-correction, peer feedback, and collaborative learning . The study underscores the significant role of directive speech acts in facilitating interaction and supporting language development and learner-centred EFL contexts .
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