Discourse Analysis of classroom Language and teaching strategies in Libyan EFL context
DOI:
https://doi.org/10.65405/mqeyph36Keywords:
Classroom discourse, EFL, teacher talk, IRF model, Libyan primary schoolsAbstract
This study analyzes classroom discourse and teaching strategies in a Libyan primary EFL classroom. It focuses on teacher–student interaction, turn-taking patterns, verbal and non-verbal scaffolding, and the role of teacher talk in promoting student engagement. Using a qualitative approach, the researchers observed and video-recorded an English lesson for second-year primary learners aged 8–9. A three-minute extract was analyzed through the Initiation–Response–Feedback (IRF) framework and cohesion theory. The findings show that the teacher used closed questions, repetition, positive reinforcement, visual aids, gestures, and choral responses to manage classroom interaction and support comprehension. The study concludes that teacher-centered discourse can effectively maintain lesson flow and reduce learner anxiety, but it may limit individual participation. Future research should examine longer lessons and wider samples across Libyan schools.
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