DISCOURSE BETWEEN TEACHER AND STUDENT

Abstract

This study explores the structure, functions, and pedagogical implications of discourse between teachers and students within classroom settings. Drawing upon both theoretical frameworks and empirical observations, the research investigates how language functions as a tool for instructional delivery, feedback provision, and cognitive development. By analyzing authentic teacher-student interactions, the study reveals patterns of questioning, scaffolding, negotiation of meaning, and power relations embedded in educational discourse. The results highlight the importance of interactional competence in effective teaching and the necessity for teachers to adapt their discourse strategies to enhance student engagement and comprehension. The study also presents two tables: one illustrating common discourse moves used by teachers and another detailing student response types and their frequencies. Overall, this article contributes to the growing field of educational linguistics by offering practical insights for improving pedagogical discourse.