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/s8sq1s79الكلمات المفتاحية:
EFL, Directive speech acts, Guided Discovery, IRF, Scaffolding.الملخص
ﯾﺑﺣث ﺗﺣﻠﯾل اﻟﺧطﺎب ھذا ﻓﻲ أﻧواع أﻓﻌﺎل اﻟﻛﻼم اﻟﺗوﺟﯾﮭﻲ اﻟﺗﻲ ﯾﺳﺗﺧدﻣﮭﺎ اﻟﻣﻌﻠم وﺗﺿﯾف وظﺎﺋﻔﮭﺎ اﻟﺗرﺑوﯾﺔ ﻛﺄدوات ﺳﻘﺎﻟﺔ داﺧل ﻓﺻل دراﺳﻲ ﻣوﺟﮫ ﻻﻛﺗﺷﺎف اﻟﻠﻐﺔ اﻹﻧﺟﻠﯾزﯾﺔ ﻛﻠﻐﺔ أﺟﻧﺑﯾﺔ. ﺗم اﺳﺗﺧدام طرﯾﻘﺔ وﺻﻔﯾﺔ ﻧوﻋﯾﺔ ﻟﺗﺣﻠﯾل ﻓﯾدﯾو ﯾوﺗﯾوب ﻟﺟﯾم ﺳﻛرﯾﻔﻧر وھو ﯾدرس ﺛﻣﺎﻧﯾﺔ ﻣﺗﻌﻠﻣﯾن ﺑﺎﻟﻐﯾن ﻟﻠﻐﺔ اﻹﻧﺟﻠﯾزﯾﺔ ﻛﻠﻐﺔ أﺟﻧﺑﯾﺔ. ﺗم ﺟﻣﻊ اﻟﺑﯾﺎﻧﺎت ﺧﻼل اﻟﻣراﻗﺑﺔ وﺗﺣﻠﯾل اﻟﻧﺻوص.
ﻛﺷﻔت اﻟﻧﺗﺎﺋﺞ ﻋن اﻷﻧواع اﻟرﺋﯾﺳﯾﺔ اﻟﺛﻼﺛﺔ ﻷﻓﻌﺎل اﻟﻛﻼم اﻟﺗوﺟﯾﮭﻲ: اﻷﺳﺋﻠﺔ واﻟطﻠﺑﺎت واﻷواﻣر. ظﮭرت اﻷﺳﺋﻠﺔ ﻛﻧوع أﻛﺛر ﺷﯾوﻋﺎ، ﺣﯾث ﺗﻌﻣل ﻋﻠﻰ اﺳﺗﻧﺑﺎط اﻻﺳﺗﺟﺎﺑﺎت، وﻣراﻗﺑﺔ اﻟﻔﮭم، وﺗﺳﮭﯾل اﻟﺗﻐذﯾﺔ اﻟراﺟﻌﺔ اﻟﺗﺻﺣﯾﺣﯾﺔ، وﺗوﺟﯾﮫ اﻟﻣﺗﻌﻠﻣﯾن ﻧﺣو اﻻﻛﺗﺷﺎف اﻟﻣﺳﺗﻘل ﻟﻸﺷﻛﺎل اﻟﻣﻌﺟﻣﯾﺔ واﻟﻧﺣوﯾﺔ.
ﺷﺟﻌت اﻟطﻠﺑﺎت اﻟطﻼب ﻋﻠﻰ ﺗﻛوﯾن ﺟﻣل، ﺑﯾﻧﻣﺎ ﺳﺎﻋدت اﻷواﻣر ﻓﻲ ﺗوﺟﯾﮫ اﻻﻧﺗﺑﺎه وزﯾﺎدة اﻟﻣﺷﺎرﻛﺔ.
وﺟدت اﻟدراﺳﺔ أﯾﺿﺎ أن أﻓﻌﺎل اﻟﻛﻼم اﻟﺗوﺟﯾﮭﻲ ھذه ﺗﻌﻣل ﻛﺄدوات ﺳﻘﺎﻟﺔ ﻣن ﺧﻼل ﺗﻌزﯾز اﻛﺗﺷﺎف اﻟﻣﺗﻌﻠم، اﻟﺗﺻﺣﯾﺢ اﻟذاﺗﻲ، وردود ﻓﻌل
اﻷﻗران، واﻟﺗﻌﻠم اﻟﺗﻌﺎوﻧﻲ. ﺗؤﻛد اﻟدراﺳﺔ ﻋﻠﻰ اﻟدور اﻟﮭﺎم ﻷﻓﻌﺎل اﻟﻛﻼم اﻟﺗوﺟﯾﮭﻲ ﻓﻲ ﺗﺳﮭﯾل اﻟﺗﻔﺎﻋل ودﻋم ﺗطوﯾر اﻟﻠﻐﺔ وﺳﯾﺎﻗﺎت .اﻟﻠﻐﺔ اﻹﻧﺟﻠﯾزﯾﺔ ﻛﻠﻐﺔ أﺟﻧﺑﯾﺔ اﻟﺗﻲ ﺗرﻛز ﻋﻠﻰ اﻟﻣﺗﻌﻠم.
التنزيلات
المراجع
1. Alawiyah, T. (2024). Initiation–Response–Feedback (IRF) in classroom interaction. Journal of English Language Teaching and Applied Linguistics, 6(2), 45–58. https://doi.org/10.17507/jltr.1501.06
2. Alghamdy, R. Z. (2024). English teachers’ practice of classroom discourse in light of Zone of Proximal Development theory and scaffolding techniques. Journal of Language Teaching and Research, 15(1), 46–54. https://doi.org/10.17507/jltr.1501.06
3. Aspers, P., & Corte, U. (2019). What is qualitative in qualitative research. Qualitative Sociology, 42(2), 139–160. https://doi.org/10.1007/s11133-019-9413-7
4. Austin, J. L. (1962). How to do things with words. Oxford University Press.
5. Awadelkarim, A. A. (2021). An analysis and insight into the effectiveness of scaffolding: EFL instructors’/teachers’ perceptions and attitudes. Journal of Language and Linguistic Studies, 17(2), 828–841. https://doi.org/10.52462/jlls.58
6. Basra, S. M., & Thoyyibah, L. (2017). A speech act analysis of teacher talk in an EFL classroom. International Journal of Education, 10(1), 73–81.
7. https://doi.org/10.17509/ije.v10i1.6848
8. Darong, H. C. (2024). Teaching speech acts in EFL context. Frontiers in Education,9
9. Mercer, N. (2000). Words and minds: How we use language to think together. Routledge. https://doi.org/10.4324/9780203464984
10. Prasetyo, R. I., & Mulyani, M. (2018). Teacher’s directives speech acts in teaching-learning interactions: Classroom discourse analysis. Seloka: Jurnal Pendidikan Bahasa dan Sastra Indonesia, 7(3), 213–221. https://doi.org/10.15294/seloka.v7i3.26607
11. Reiland, I. (2024). Austin vs. Searle on locutionary and illocutionary acts. Inquiry. https://doi.org/10.1080/0020174X.2024.2380322
12. Rijal, R., Fatmawati, A., & Wulandari, S. (2025). Unpacking the IRF pattern: A discourse analysis of classroom interaction: Examining the IRF pattern at SMKN 3 Kediri. ELTIN Journal: Journal of English Language Teaching in Indonesia, 13(2), 415.
13. https://e-journal.stkipsiliwangi.ac.id/index.php/eltin/article/view/6310
14. Sachs, G. (2018). Guided discovery learning in language education. Language Teaching Research, 22(4), 410–426.
15. Scrivener, J. (n.d.). The demand is high for teachers and learners. TeachingEnglish (British Council). Retrieved June 5, 2026, from
16. https://www.teachingenglish.org.uk/news-and-events/seminars/jim-scrivener-demand-high-te achers-and-learners
17. Searle, J. R. (1969). Speech acts: An essay in the philosophy of language. Cambridge University Press.
18. Sulistyani. (2018). The power of directive speech acts in EFL classroom interaction. In Proceedings of the International Conference on English Language Teaching (ICONELT 2017) (pp. 16–20). https://doi.org/10.2991/iconelt-17.2018.4
19. Suryandani, P. D., & Budasi, I. G. (2021). An analysis of directive speech acts produced by teachers in EFL classroom. Journal of English Language and Culture, 12(1). https://doi.org/10.30813/jelc.v12i1.2823
20. Van Lier, L. (1996). Interaction in the language curriculum: Awareness, autonomy and authenticity. Routledge.
21. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press. https://books.google.com/books?id=RxjjUefze_oC
22. Walsh, S. (2011). Exploring classroom discourse: Language in action. Routledge.
