Volume 14, Issue 2
  • ISSN 0155-0640
  • E-ISSN: 1833-7139
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Current systems for analyzing classroom talk require some refinement in order that they may be applied for professional development purposes. Sinclair and Coulthard’s (1975) system is particularly useful as a potential tool for diagnostic purposes, but requires further development at the level of ‘act’ both in order to clarify theoretical frameworks and to provide manageability in terms of its application. This study will present a first approximation towards the development of a more refined system of classifying classroom discourse. In its focus on teacher talk, it will provide a preliminary taxonomy of types of teacher acts. This taxonomy, it is hoped, will both inform existing theory and provide a diagnostic tool in the training of teachers.


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  • Article Type: Research Article
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