Conversation Analysis of English Language Classroom Interaction at Public Schools in Punjab, Pakistan

Afsheen Nusrat, Nabila Akbar, Aamir Aziz


This Conversation Analysis (CA) study proposes to investigate the Initiation Response Feedback  (IRF),  forms in teacher fronted interaction, to investigate, the amount of teacher talk, teacher–learner interaction including, nature of initiation patterns, at middle level ESL classroom of public schools. All data, used in the study comes from transcription of the audio recordings to elicit the real classroom language. Conversation Analysis (CA) is adopted as the diagnostic approach to identify earlier mentioned features of classroom conversation. Data was recorded by the means of audio recorder and opportunity sampling was done for collecting data. The analysis is done by keeping the research focus in mind that is, identification of real classroom interaction. The findings of this study concludes that public sector classrooms offer very less scope to communication approach of learning as a result students remain unexposed to real life language use and remained stuck on rules of language rather use of language. Finding of the research also displayed that though, the EFL classrooms offer vast room for communication and interactional practices however, it is utilized inappropriately in public schools.


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