Marija Stojković

UDC 81’42:371.3]:378
Marija Stojković
Univerzitet u Nišu
Filozofski fakultet

USING THE SINCLAIR AND COULTHARD MODEL

OF DISCOURSE ANALYSIS FOR EXAMINING CLASSROOM
COMMUNICATION IN UNIVERSITY LEVEL ELT

Abstract: It would be safe to state that being aware of the type of classroom interaction
is necessary for language teachers for the effectiveness of their teaching. Additionally,
without stepping back and examining a particular classroom, it is difficult to understand
what happens inside of it. One way in which teachers can obtain objective information
on the classroom discourse would be the application of a well-established model
devised for this purpose – the Sinclair and Coulthard model (1975). By applying such
a structured analytical method, teachers can make objective analyses to determine
the points for future improvement. This paper initially presents the most important
elements of this DA model, following the lesson details along with the process of
data collection. This description will be followed by comments regarding the ease and
difficulty of fitting the obtained data to correspond the Sinclair and Coulthard model.
Finally, the paper examines the application of the model and its usefulness for teachers
in determining and evaluating the nature of overall classroom interaction in their own
circumstances.
Key words: ELT, discourse analysis, Sinclair and Coulthard, university FL teaching,
communication

1. Discourse analysis and the Sinclair and Coulthard model

The model devised by Sinclair and Coulthard (1975) is connected with the field
of discourse analysis, which refers to the attempts to provide the analysis of ’natural
and extended samples of both spoken and written language’ (Burns, 2001: 123).
Cook (1989: ix) describes discourse analysis as a way to examine ’how stretches of
language, considered in their full textual, social, and psychological context, become
meaningful and unified for their users’ and at the same time, it provides ’insights into
the problems and processes of language use and language learning’. As such, this
expanding discipline is of particular interest for language teachers in their attempts
to achieve successful communication in the classroom.
The Sinclair and Coulthard (1975) model of discourse analysis (in subsequent
sections ‒ the S&C model), as McCarthy (1991: 6) points out, ’has principally
followed structural-linguistic criteria, on the basis of the isolation of units, and sets
of rules defining well-formed sequences of discourse’. Some of the questions which
discourse analysis aims to address, according to Coulthard (1985: 9), are ’how does

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JEZIK, KNJIŽEVNOST, DISKURS Univerzitet u Nišu University of Niš

Filozofski fakultet Faculty of Philosophy
knjiga sažetaka
Departman za anglistiku English Department

Jezik, književnost, diskurs Jezička istraživanja

one characterize and label the basic unit of interaction; how many different functions naučni skup
JEZIK, KNJIŽEVNOST, DISKURS

are there; how are these functions realized lexico-grammatically and what structures LANGUAGE, LITERATURE, DISCOURSE
ConferenCe

do these basic units combine to form’? In addition to this, Sinclair and Coulthard
niš, 25–26. apRiL 2014.

viewed discourse as a category in its own right, clearly distinct from grammar or
knjiga sažetaka
book of abstracts

phonology (Sinclair and Coulthard, 1992; Burns, 2001).

The S&C model was developed to examine classroom interaction (teacher- Niš, 2014.

pupil talk) of an extensive sample of recorded British primary school lessons. The
aim of this discourse study was to prove that when the discourse is analysed ’after
the event, there is more order and form in it than it than might at first be apparent’
(Cook, 1989: 50). The data from the recorded lessons served as a basis for their rank
scale model which will be described in the following section.

1.1. The rank scale – exchanges, moves and acts

The S&C discourse analysis model (1975) was created after a rank scale
structure proposed by Halliday (1961). According to Sinclair and Coulthard (1992),
the rank scale format was chosen due to its flexibility. In other words, it was easy
to adjust the new model by adding new contributions to it as soon as they were
discovered because ’no rank has any more importance than any other’ (Sinclair and
Coulthard, 1992: 2). Additionally, each rank scale unit consists of one or more units
below. The rank scale had a lesson as the largest unit of the highest rank, followed by
a transaction, then the next unit in line, an exchange, which was followed by a move,
and finally, an act as the smallest unit at the bottom of the scale hierarchy. The rank
scale components can be represented as follows:

Lesson

Transaction

Exchange

Move

Act
Table 1. The rank scale by Sinclair and Coulthard (1992: 5)

Lessons were not examined in the process of analysis. Moreover, they were
considered ’an act of faith’ (Coulthard, 1985: 123) and no defined structure regarding
their constituent units, transactions, followed their placement in the rank scale. Defining
transactions in detail also ’proved to be difficult’ (Sinclair and Coulthard, 1992: 31).
However, the purpose and the scope of this paper presuppose the description of the
lower units of the rank scale, namely exchanges, moves and acts.
Exchanges in the S&C model are defined as either boundary exchanges or
teaching exchanges. The purpose of boundary exchanges is to divide and mark the
lesson stages by means of two types of moves – framing and focusing. There are

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 Marija Stojković

two main classes of teaching exchanges, which deal with the actual lesson content,
and these are free and bound teaching exchanges. Free teaching exchanges can
occur in isolation whereas bound teaching exchanges depend on the former kind.
According to Sinclair and Coulthard, ’a typical exchange in the classroom consists
of an initiation by the teacher, followed by a response from the pupil, followed by
feedback, to the pupil’s response to the teacher’ (1992: 3). The structure and the
function of exchanges are shown in greater detail in Table 2:

I. Boundary Exchanges
a. Beginning a transaction: b. Ending a transaction:

(fr) frame ^ = marker (high falling intonation) (fo) focus = conclusion (outlines what the
followed by a short pause ^ class has just done or is about to do)

(fo) focus = metastatement (fr) frame ^ = marker followed by a short

pause ^
II. Free Teaching Exchanges I (R) (F)
1. Teacher 2. Teacher 3. Teacher 4. Pupil 5. Pupil 6. Check
eliciting directing informing eliciting Inform
exchanges: exchange exchange exchange (teachers (to
(brackets usually discover
indicate head respond with how well
act) feedback of pupils are
some type) getting on)

I (elicit) I (directive) I (inform) I (elicit) I (inform) I (check)

R (reply) R (react) (R) R (reply) R (reply)

(acknowledge)

F (F) F (F) (not

(evaluation) (evaluation) (evaluation) essential)

III. Bound Exchanges= when an exchange reactivates an element in another exchange

instead of repeating it or rephrasing it.

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JEZIK, KNJIŽEVNOST, DISKURS Univerzitet u Nišu University of Niš

Filozofski fakultet Faculty of Philosophy
knjiga sažetaka
Departman za anglistiku English Department

Jezik, književnost, diskurs Jezička istraživanja

naučni skup

1. Re- 2. Re- 3. Reinforce JEZIK, KNJIŽEVNOST, DISKURS

4. Listing 5. Reinforce 6. Repeat
initiation (i) initiation = follows a
LANGUAGE, LITERATURE, DISCOURSE
ConferenCe

= when the (ii) = when misunderstood niš, 25–26. apRiL 2014.

I to induce a to induce
teacher does a teacher teacher direct, knjiga sažetaka
book of abstracts
Opening (correct) the
not get a gets a wrong who then gives (elicit) repetition
response to an answer, i.e. clue or prompt to response to of a
elicitation moving to correct. R (reply) a previously response
another pupil issued
Niš, 2014.

and letting F directive

the Feedback
I Opening I Opening (accept., I(dir) I (el)
(elicit) question (direct) but no
stand. evaluate) R (react) R(reply)

(Ib) Ib(clue, Ib (loop)

-- Lack of (R) Response prompt,
Response I Opening (missing or R (reply) nom) R (reply)
(elicit) incorrect)
F(accept, F (accept
no and
Ib Bound evaluate) R evaluate)
Initiation R Response Ib bound
(acts such (answering - exchange - (Ib) (react)
as prompt, rep) (reinforce)
nomination, or realized by clue R (reply)
cue) (F) or prompt.
Feedback F
(evaluation - Feedback
note may be (accept, no
R Response withheld) (R) Response evaluate)
(answering - (NV react, but
rep) (Ib) correct) (Ib)

R Response R (reply)
(answering -
F Feedback rep) F
Feedback
F Feedback (accept
(accept and and
evaluate) evaluate)

Table 2. Exchange structures adapted from Sinclair and Coulthard (1992: 25‒31)

Moves comprise acts as their constituent elements and in turn, ’moves themselves
occupy places in the structure of exchanges’ (Sinclair and Coulthard, 1992: 21). The
S&C model describes five kinds of moves; apart from the above-mentioned framing
and focusing moves, which are associated with boundary exchanges, there are also
opening, answering and follow-up moves, which are introduced to define teaching
exchanges. The main function of each move is defined by its Head, which is the
main act in the structure of a move. The structure of the five S&C types of moves is
presented in Table 3 along with their acts and their respective functions.

594
 Marija Stojković

Rank IV: Move (opening)

Elements of structure Structures Classes of act
signal (s) (s) (pre-h) h (post-h) s: marker (IV.1)

pre-head (pre-h) (sel) pre-h: starter (IV.2)

head (h) (sel) (pre-h) h h: system operating at h; choice of

post-head (post-h) elicitation, directive, informative, check

(IV.3)
select (sel)
post-h: system operating at post-h;

choice from prompt and clue (IV.4)

sel: ((cue) bid) nomination (IV.5)

Rank IV: Move (answering)
Elements of structure Structures Classes of act
pre-head (pre-h) (pre-h) h (post-h) pre-h: acknowledge(IV.6)

head (h) h: system operating at h; choice of reply,

post-head (post-h) react, acknowledge (IV.7)

post-h: comment (IV.8)

Rank IV: Move (follow-up)

Elements of structure Structures Classes of act
pre-head (pre-h) (pre-h) (h) (post-h) pre-h: accept (IV.9)

head (h) h: evaluate(IV.10)

post-head (post-h) post-h: comment (IV.8)

Rank IV: Move (framing)
Elements of structure Structures Classes of act
head (h) hq h: marker (IV.1)

qualifier (q) q: silent stress (IV.11)

Rank IV: Move (focusing)
Elements of structure Structures Classes of act
signal (s) (s) (pre-h) h (post-h) s: marker (IV.1)

pre-head (pre-h) pre-h: starter (IV.2)

head (h) h: system operating at h; choice from

post-head (post-h) metastatement or conclusion (IV.12)

post-h: comment (IV.8)

Table 3. The main types of move with the classes of acts based on Sinclair and
Coulthard (1975: 26‒27)

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JEZIK, KNJIŽEVNOST, DISKURS Univerzitet u Nišu University of Niš

Filozofski fakultet Faculty of Philosophy
knjiga sažetaka
Departman za anglistiku English Department

Jezik, književnost, diskurs Jezička istraživanja

Acts are the smallest units of the S&C model and the lowest rank of the scale. naučni skup
JEZIK, KNJIŽEVNOST, DISKURS

Coulthard sees acts as ’defined principally by their interactive function’ (1985: 126), LANGUAGE, LITERATURE, DISCOURSE
ConferenCe

and the definitions are intended to be general in order to encompass a broad range niš, 25–26. apRiL 2014.

of descriptions. For example, elicitation is an act which aims to ’request a linguistic

knjiga sažetaka
book of abstracts

response’, informative serves to ’provide information’, whereas directive is an act

which leads to ’a non-linguistic response’ (Sinclair and Coulthard, 1992: 9). Niš, 2014.

1.2. Potential model modifications

The application of the S&C model has been praised for its simplicity
(McCarthy, 1991). In contrast, when criticism occurred, it was frequently due to
the problems encountered in the analysis of discourse in less structured situations.
Therefore, modifications were proposed by various authors – Coulthard (1985)
mentioned contributions by Berry (1981) and Stubbs (1981). Additionally, there
were suggestions by Francis and Hunston (1992), Coulthard and Brazil (1992), and
Willis (1992) to cater for different aspects of the perceived problems. For example,
Coulthard and Brazil (1992) proposed the introduction of the new Response/Initiation
move to the exchange structure.
The following section will describe the process of collecting the sample data
for the paper, additional information regarding the lesson, and data preparation prior
to the analysis.

2. Data collection

2.1. Lesson details, recording and transcribing

The upper-intermediate level lesson chosen for the S&C analysis was video
recorded at the faculty where I work. Permission was obtained from all twelve
students prior to the recording as well as the institution consent. The students’ names
in the lesson transcript and analysis have been changed to numbers (S1 – S12). When
used in direct speech, the names have been reduced to first letters in the transcript to
protect their anonymity.
The students are all non-native speakers of English. They are of rather mixed
ability when it comes to their use of English, aged between 18 and 20, and attend
compulsory weekly English lessons as a part of their Pedagogy department program.
The lesson was concerned with preparing the students for an upcoming
examination. Although the content was related to the textbook-based tense revision,
the students were invited to express personal opinions or provide accounts of their
own experience related to the activity topics. Two extracts were transcribed out of
the 48-minute recording, so that the transcribed total comprises 24 minutes. The
next section deals with the expected data outcome regarding the type and the content
of classroom interaction, which is closely related to the attempt to fit the obtained
sample to the S&C model.

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2.2. Sample expectations

Two extracts from the lesson were chosen in order to verify my expectations
about both samples and the consequent analysis. I attempted to compare discourse
structures of two seemingly distinct activity types, namely a question-and-answer
type grammar review with the students’ individual accounts of past experiences. The
former part was expected to fit the S&C model easily. In addition, certain features of
classroom interaction, such as student-teacher talk, the amount and type of speech of
all participants, and their use of L1 were expected to be evident by means of analysis.
As the course is expected to provide strict exam preparation, the transcribed
lesson was not seen as a typical model of communicative teaching. Nevertheless, the
S&C analysis was expected to determine the occurrence of communicative activities in
the overall classroom interaction. As McCarthy points out, by examining the language
classroom interaction, we can ‘determine whether there is a proper equilibrium or an
imbalance between ‘real’ communication and ’teacher’ talk’ (1991:18).
The analysed data are presented in table format according to the S&C model.
The first column contains the exchange type, whereas the next columns represent the
opening, answering, and follow-up moves. In order to ensure the ease of presentation,
student (black) and teacher (red) speech is colour coded.
The next section will present the instances of data analysis according to the
S&C model and examine the degree of the sample appropriateness for this format.

3. Data analysis

3.1. Straightforward categorizing

After the transcription process, the extracts were applied to the S&C rank scale.
A typical IRF exchange structure was noted in the first part, although with occasional
problems in categorizing, confirming the belief that these extracts were teacher-led,
with the whole class or individual responses, and some sort of a follow-up. Typical
directing exchanges, to name but a few, occur in 1, 3, 15; informing exchanges (23)
are not frequent, whereas elicitations (for example, 8, 24, and 43) outnumber the
rest. There were also instances of pupil-inform (53, 54, 55, 58) in the second extract,
as expected. Still, the second extract also demonstrates examples of an IRF format,
despite being different in content.
Since the data analysis contains all examples of straightforward categorizing,
and typical structures have been provided in Tables 2 – 3, the next section will deal
with the instances of problem categorizing which were difficult to describe according
to the S&C model. All exchanges mentioned in the comments will be marked (*).

3.2. Problem categorizing – difficulties and analysis

Several instances of discourse sample occurred that were difficult to place
according to the S&C format, ranging from those related to individual act descriptions

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JEZIK, KNJIŽEVNOST, DISKURS Univerzitet u Nišu University of Niš

Filozofski fakultet Faculty of Philosophy
knjiga sažetaka
Departman za anglistiku English Department

Jezik, književnost, diskurs Jezička istraživanja

to the ones involving two or more exchanges and their interdependent descriptions. naučni skup
JEZIK, KNJIŽEVNOST, DISKURS

The following sections will deal with particular examples in more detail. LANGUAGE, LITERATURE, DISCOURSE
ConferenCe

Finding appropriate act labels for particular elements in the recorded sample niš, 25–26. apRiL 2014.

has proved to be a challenging task, given the majority of act definitions provided
knjiga sažetaka
book of abstracts

and my own unfamiliarity with the model. For example, the opening slot in exchange
2 was a problem to define due to the length of T’s turn and the choice between act Niš, 2014.

labels. I finally decided on the following:

2. Direct * I R F

T. I see you all have your textbooks now, Ss close

but you don’t have to read or write at the their books.
moment. (s) (NV)

We begin by just listening – to one short (rea)

piece of news. (ms) First, we just listen.
No writing, nothing. And then we’ll have
some talk. (d) Ready? (ch)

The first part has been labelled as a starter due to its function, despite its
resemblance to the direct content below.
A boundary exchange such as exchange11 below was also re-classified after
consideration. Although Sinclair and Coulthard allow for ’possible ambiguities’ with
focusing moves, the starter has been changed here to metastatement in the focusing
slot, since it has to be a ’compulsory head’ of the move (1992: 22).
11.Boundary*

Frame Now...(m)

Focus We’ll get to the details.(ms)

However, there were several examples of single acts in follow-up slots
which were difficult to interpret as anything but acknowledge due to their function.
Consequently, these exchanges (26, 28, 29, 42, 45, and 47) were explained using an
alternative model, namely the modification by Willis (1992), which proposes this
particular solution – acknowledge as head in a follow-up slot – in case of an eliciting
exchange. Such modification was introduced in order to distinguish between display
and referential question types which start such eliciting exchanges.
26.Elicit * I R F

Um, was the story a S6. Oh, I didn’t OK

little surprising for you? expect that but I (ack)
(s) Did you expect all wasn’t surprised.
that to happen to the (rep)
girl? (el)

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 Marija Stojković

Similarly, exchange 26 above appears to start with a referential question to

which the teacher does not have an answer in advance, since the content of this part
refers to expressing opinion.
The next section will specify some of the problems which occurred during
the data analysis on the level of exchanges and moves, namely it will describe the
examples which proved the most difficult to describe.
Several difficulties occurred while describing all units of the exchange 41
below. The first problem of marking the I slot as R/I takes into account the extension
of the three-part exchange (Coulthard, 1985; Coulthard and Brazil, 1992) and
it occurred because the new R/I move was the end of a rather extended reply in
exchange 40. Nevertheless, the exchange was marked ’pupil-elicit’ due to a pause
which occurred before this request for translation. The additional problem of two
replies occupying the same R slot was solved by including both responses due to
their almost simultaneous production, which was checked again in the recording.
Moreover, the second reply was changed to acknowledge.
41. Pupil elicit * R/I R F

S10. A lot of...um... perut? Dandruff? On his

(L1 for dandruff) (el) shoulders? (rep)

S10. (points)
Yes, on his
shoulders (ack)
Another student contribution in exchange 37 which asks a question as a reply
differs from a similar example quoted by Coulthard (1985: 135) as she does so after
a lengthy group react in 36. Initially, this example seemed to call for a greater format
flexibility of adopting an ’I (R/I) R (F)’ exchange structure (Coulthard and Brazil,
1992: 72). In subsequent analysis, exchange 37 was labelled as pupil-elicit since the
student here asked for additional information. Moreover, the previous exchange 36
was initiated by an imperative, but it was also a question near the end. As a result,
how the students understood this move was in the form of the question being the
imperative, that is, they responded non-verbally through an act labelled react.

36. I R F
Direct*
Think about that for a couple of minutes Ss (prepare for
(d) and discuss with your pair first, just the the task, NV)
way you sit here – two and two, two and (rea) (10 sec
two (n) – and compare your stories first. pause)
Compare your stories and decide which
story is more unusual, and you will tell us
all about it later, in 5 minutes, during our
discussion. (d) Can we do that? (ch)

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JEZIK, KNJIŽEVNOST, DISKURS Univerzitet u Nišu University of Niš

Filozofski fakultet Faculty of Philosophy
knjiga sažetaka
Departman za anglistiku English Department

Jezik, književnost, diskurs Jezička istraživanja

naučni skup

37.Pupil I JEZIK, KNJIŽEVNOST, DISKURS

LANGUAGE, LITERATURE, DISCOURSE

R F
elicit* ConferenCe

S10. So, our story - does it have to be No, any kind

niš, 25–26. apRiL 2014.

about clothes shopping? (el) knjiga sažetaka

book of abstracts
of shopping
will be OK
(rep) ||(Ss
Niš, 2014.
giggle, laugh)
(rep)

Similar problems in relation to dual move functions occurred in exchanges

49 – 51, 56 and 59 – 60. For example, in exchanges 50 and 51 the teacher provides
feedback with a question, which belongs to the F slot, but it also represents a new
opening, since it aims to initiate and obtain more information from the student.
Therefore, the dual function which does not fit the original model led to a difficulty to
define these exchanges in accordance with the basic interpretation and understanding
of the format.

50. Elicit * F/ I * R F

And it was easy for you S6. Yes! (laughter)

to tease, right? (el) (rep)
51. Elicit * F/ I * R F

And she never went S6. No, I don’t think OK,

back to that shop so. (rep) thank
again? (el) you, N.
(acc)

In contrast, exchanges 29 – 30 below which initially drew attention to the

problem turned out to differ from exchanges 50 – 51 in description. There is a
teacher’s question after a student reply again, but there is also acknowledge in the
follow-up slot and a pause in between.
29.Elicit* I R F

Do you still think that S7. No ... I have some Oh!

there is a place - a shop, torn jeans I can go (ack)
a restaurant, anywhere... everywhere! (chuckle)
where something like that
could happen? (s) If you (rep)
have torn jeans, you can’t
come in? (el)
30.Elicit* I R F

Have you been S7. Yes! (laughter)

everywhere? (smiling to Mine’s not so torn
S7) (el) (points to the picture),
but it was OK. (rep)

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 Marija Stojković

Further problems which were similar in nature were encountered while

describing exchanges 6, 10, 17, 18, 20, 21, 22, and 27. For example, exchanges 10
and 27 were initially labelled listing, but re-classified as eliciting due to the lack of
fit to the listing description. There are multiple student replies which occur without
nominations because the teacher allowed for sufficient wait-time for all. Moreover,
withheld evaluations were apparent except for the follow-up after the final reply
which seemed to encompass all answers.
10. I R F

Elicit What was good about that? S1 They (climbers) are Good, so
* (el) safe. (rep) we’re all
clear on
The main point? (cl) S5 They are alive. the main
(rep) S6 They are back point. (e)
home.(rep)
27. I R F

Elicit Is it common... in some S10. No, not in our So, the

* shops, to send people out country. (rep) (Ss take rules are
for such reasons? (el) turns) a little
different.
S6.I agree with her (com)
(rep)

Exchange 6 below also contains multiple replies occurring almost

simultaneously as it shows the teacher asking for a more precise student response.
Such opening would propose one of the alternatives in exchange labelling – elicit or
re-initiate.
5. Elicit I R F

Generally || S2,4,7. Good! (rep)

speaking, the piece
of news – was it || S8,3. Bad! (laughter)
good or bad? (el) (rep)
6. Re- I R F
initiate
(ii) * T. Well, what was S1 || It started... (rep) T. OK, it
it? (el) was bad,
S2 || It started bad ... at first, but
like a bad...(rep) then better in
the end.
S3 || In the beginning,
it was all bad, but then (acc)
it was good in the end.
(rep)

With an elicit in exchange 5, the next exchange was finally labelled re-initiate
(ii), although not satisfactorily due to the partial correspondence to the description.

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JEZIK, KNJIŽEVNOST, DISKURS Univerzitet u Nišu University of Niš

Filozofski fakultet Faculty of Philosophy
knjiga sažetaka
Departman za anglistiku English Department

Jezik, književnost, diskurs Jezička istraživanja

Previous replies were neither wrong nor missing, as opposed to re-initiate (i) and naučni skup
JEZIK, KNJIŽEVNOST, DISKURS

(ii), but rather inconclusive due to the obvious contrast. Additionally, there were LANGUAGE, LITERATURE, DISCOURSE
ConferenCe

no nominations, prompts or clues. Still, re-initiate (ii) seemed to suit best since the niš, 25–26. apRiL 2014.

students interpreted it as another attempt to elicit more detailed verbal responses.

knjiga sažetaka
book of abstracts

Similar points could be made about exchange 18, which was re-classified from
repeat to another imperfect re-initiate (ii) because the student provided an extended Niš, 2014.

answer to it and not mere repetition.

In summary, the perceived problems in analysis did not outnumber the exchanges
that were easy to analyse, but a more detail-oriented lesson analysis would probably
include the majority of model modifications, depending on the particular problem in
the discourse sample. The advantages of the S&C model will be examined in the next
section as well as its importance for evaluating classroom interaction.

4. An overview of findings

After analysing the transcribed lesson according to the S&C model, several
points became evident in the process. The first extract analysis differed from the
second, in keeping with the initial expectations, as it was mainly teacher-led, with
the majority of teacher turns (teacher/ student word count – 540: 313) and display
questions leading to evaluative F moves.
The second extract analysis was much more – but not entirely – in favour
of student initiated openings, with a greater amount of student talk in the first two
slots (teacher/student word count – 350: 673), although only contributed in single
extended turns, without group activity interaction.
The need for clarification in the first language occurred only twice in the entire
lesson transcript analysis, contrary to the previous expectations and impressions
based on non-recorded lessons; this example only strengthens the belief that no
teacher should rely on memory alone when deciding upon the quality of classroom
communication.
The outcomes of a variety of F-moves became distinguished in the analysis,
namely the discoursal role of the second extract examples which include students’
contributions in the classroom discourse ’in order to sustain and develop a dialogue
between the teacher and the class’ (Cullen, 2002: 120). As a rule, the use of varied
F-moves shows the ability of the teacher to respond appropriately, whether their
purpose is to provide correction or promote further student turns, thus creating
opportunities for extended classroom communication.
However, two types of difficulties were noted in the overall process, which
could influence similar future analyses. The S&C model appears difficult to apply on
a regular basis in an average, full-time teaching context due to its time-consuming
process. Conversely, it would be difficult to deny the benefit of extensive data
obtained through such a well-established matrix. Moreover, any type of classroom
performance evaluation conducted without a clearly defined format would be based
predominantly on teacher intuition, memory or impressions.
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 Marija Stojković

Finally, although it is difficult to obtain objective data on classroom interaction

on a day-to-day basis, it is essential to monitor classroom performance with the
aim of improving and adjusting accordingly. Therefore, potential usage of the S&C
model could initially be found in examining smaller discourse samples, trying similar
activities in different groups, or in piloting new teaching activities.

5. Conclusion

In this paper I have attempted to examine the usefulness of the Sinclair-

Coulthard model of discourse analysis by applying it to one of the EFL lessons in
my context. Generally speaking, the lesson transcript has been incorporated into the
S&C model and explained in accordance with its guidelines, apart from the noted
exceptions where adaptations have been considered. After analysing the transcription
and commenting on the difficulties, the importance of such analysis for successful
classroom interaction has been examined.
As opposed to the single lesson sample used for this analysis, prospective
model usage could involve data obtained from multiple recordings, preferably
through a form of peer-cooperation within the teaching setting.
In conclusion, it appears limiting to use this discourse analysis model solely
as a warning sign for insufficient portion of communicative work (McCarthy, 1991)
since it provides accurate descriptions of the actual classroom interaction which
would be difficult to determine otherwise. In turn, such descriptions could reveal the
details of overall classroom performance of all participants and determine the points
for future improvement.

References

Berry, M. (1981). Systemic linguistics and discourse analysis: a multi-layered approach to

exchange structure. In Studies in Discourse analysis, M. Coulthard, M. Montgomery,
eds., 120–145. Routlege and Kegan Paul.
Burns, A. (2001). Analysing spoken discourse: implications for TESOL. In Analysing English
in a Global Context, A. Burns, C. Coffin, eds., 123–148. London: Routledge.
Cook, G. (1989). Discourse. Oxford: Oxford University Press.
Coulthard, M. (1985). An Introduction to Discourse Analysis. 2nd ed. Harlow: Longman.
Coulthard, M. and D. Brazil. (1992). Exchange Structure. In Advances in Spoken Discourse
Analysis, M. Coulthard, ed., 50–78. London: Routledge.
Cullen, R. (2002). Supportive teacher talk: the importance of the F-move. ELT Journal, 56/2,
117–127.
Francis, G. and S. Hunston. (1992). Analysing Everyday Conversation. In Advances in
Spoken Discourse Analysis, M. Coulthard, ed., 123–161. London: Routledge.
Halliday, M. A. K. (1961). Categories of the theory of grammar. Word, 17, 241‒292.

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JEZIK, KNJIŽEVNOST, DISKURS Univerzitet u Nišu University of Niš

Filozofski fakultet Faculty of Philosophy
knjiga sažetaka
Departman za anglistiku English Department

Jezik, književnost, diskurs Jezička istraživanja

McCarthy, M. (1991). Discourse Analysis for Language Teachers. Cambridge: Cambridge naučni skup
JEZIK, KNJIŽEVNOST, DISKURS

University Press. LANGUAGE, LITERATURE, DISCOURSE

ConferenCe

Sinclair, J. and M. Coulthard. (1975). Towards an analysis of discourse: the English used by
niš, 25–26. apRiL 2014.

teachers and pupils. Oxford: OUP.

knjiga sažetaka
book of abstracts

Sinclair, J. and M. Coulthard. (1992). Towards an analysis of discourse. In Advances in

Spoken Discourse Analysis, M. Coulthard, ed., 1–34. London: Routledge. Niš, 2014.

Stubbs, M. (1981). Motivating analyses of exchange structure. In Studies in Discourse

analysis, M. Coulthard, M. Montgomery, eds., 107–119. Routledge and Kegan Paul.
Willis, J. (1992). Inner and Outer: Spoken Discourse in the Language Classroom. In Advances
in Spoken Discourse Analysis, M. Coulthard, ed., 162–182. London: Routledge.

Marija Stojković

ANALIZA DISKURSA (SINKLEROV I KULTARDOV MODEL)

U NASTAVI JEZIKA NA UNIVERZITETSKOM NIVOU
Rezime
Sa sigurnošću možemo reći da je interakcija u učionici od izuzetnog značaja za
nastavni proces. Pored toga, ukoliko ne proučimo tip interakcije teško je sa sigurnošću
oceniti kako se nastavni proces odvija. Jedna od metoda kojom se mogu dobiti
precizne informacije je primena modela analize diskursa u nastavi koji predlažu
Sinkler i Koltard (Sinclair & Coulthard, 1975). Uz pomoć ovakvog analitičkog modela
moguće je izvršiti objektivne analize i utvrditi koje nastavne elemente je neophodno
poboljšati. Ovaj rad stoga predstavlja ukratko dati model analize diskursa, kao i
segment nastavnog procesa koji je predmet istraživanja. Rad zatim daje tumačenje i
usklađivanje dobijenih podataka sa modelom analize diskursa. Na kraju, rad ispituje
primenu ovog modela analize diskursa za evaluaciju interakcije u nastavnom procesu
u zavisnosti od datog konteksta.
e-mail:[email protected]

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