This study endeavors to investigate patterns in teacher-student interaction within an intermediate-level English as a Foreign Language (EFL) classroom in a state university in Turkey. Employing classroom discourse analysis as the methodological framework, an English lesson delivered by an EFL instructor was meticulously audio-recorded and transcribed. The transcribed corpus was systematically analyzed utilizing the Initiation-Response-Feedback (IRF) model suggested by Sinclair and Coulthard (1975), focusing on delineating the number of turns taken, the depth of exchanges, and the distribution and characteristics of moves and acts within the instructional discourse. According to the findings, this investigation revealed a predominant utilization of teaching exchanges in the exchange level and a prevalence of opening moves, aligning closely with the structured IRF model, underscoring a proclivity towards teacher-led discourse patterns. Also, the number of turns taken was analyzed and it revealed a greater frequency of teacher turn-taking instances compared to student-initiated turns. Lastly, the reply act given by the student was the most frequently occurring act. These empirical insights collectively portray an instructional environment characterized by teacher dominance, and giving students the subordinate role. Finally, the study underscores a notable distinction between classroom discourse and authentic linguistic interactions in real life, which makes classroom conversation unnatural.
Şahin et al. (Sun,) studied this question.
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