A discourse analysis of blind spots in Sinclair and Coulthard (1992) model of classroom discourse

This study investigates the blind spots in Sinclair and Coulthard’s revised classroom discourse (CD) structure of Teacher’s Initiation, Students’ Response and Teacher’s Feedback (IRF). The study suggests the Initiation (2), Response (2) and Feedback (2) (IIRRFF) pattern which may be suitable for today’s CD. This pattern permits equal contributions by classroom participants. The study adopts a quantitative method for data collection; a qualitative-descriptive research design and Information Processing Theory (IPT). Data were collected through a questionnaire distributed to English lecturers and students from three tertiary institutions in Nigeria. The results show a high percentage of participants who confirmed that Sinclair and Coulthard’s IRF model has blind spots; 86% of the respondents agreed that the model may lead to a limited understanding of what is taught; 80% agreed that dual initiations and feedback are rejected in this model, and 70% strongly agreed that the model should be expanded to accommodate other fields of language learning. The study recommends that CD should be categorized into two major types: the teacher’s utterances and the students’ utterances. The IIRRFF pattern that allows teachers and students to have equal slots in every CD should be implemented. This will encourage students’ full participation and interaction.