Vol. 12 No. 04 (2026)

Articles

இரண்டாம் மொழி கற்பித்தலில் வகுப்பறைக் கருத்தாடல் ஆய்வு – தொடர்பு நூல் திறனாய்வு

Classroom Discourse Analysis in Second Language Teaching – A Literature Review

Dr Umayalambigai Ramakrishnan

  1. Teaching Fellow, Asian Languages & Cultures, National Institute of Education, Singapore.
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Abstract

Discourse refers to language in use, and discourse analysis is the systematic study of language as it is used in social contexts (Brown and Yule). Within educational settings, Classroom Discourse Analysis (CDA) emerged as a means of examining classroom interaction and student participation (Allwright). This paper presents a literature review of 30 studies on second-language classroom discourse conducted in Singapore and other countries. The review examines prevailing research questions, theoretical frameworks, and patterns of classroom interaction that have attracted scholarly attention. Analysis of the selected studies reveals that second-language primary classrooms are predominantly teacher-centred. Teacher talk constitutes the largest proportion of classroom discourse, followed by students’ choral responses. Classroom interactions are often characterised by the teacher’s control over topics, turn-taking, and participation structures, resulting in limited opportunities for natural communication. Teachers frequently employ display questions aimed at assessing students’ existing knowledge rather than facilitating the construction of new knowledge. Furthermore, questioning practices tend to emphasise lower-order thinking skills, with limited wait time provided for student responses. The findings of this review are consistent with those reported in previous classroom discourse studies and provide valuable insights into the nature of interaction within second-language classrooms. The review highlights the relationship between teacher discourse practices and student participation and suggests the need for pedagogical strategies that promote more meaningful interaction, higher-order thinking, and opportunities for authentic language use. These insights have important implications for enhancing the teaching and learning of second languages.

Keywords

  • second language
  • classroom environment
  • qualitative
  • discourse
  • classroom interaction

How to cite

Dr Umayalambigai Ramakrishnan (2026). இரண்டாம் மொழி கற்பித்தலில் வகுப்பறைக் கருத்தாடல் ஆய்வு – தொடர்பு நூல் திறனாய்வு: Classroom Discourse Analysis in Second Language Teaching – A Literature Review. Tamilmanam International Research Journal of Tamil Studies, 12(04), 595-601.

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