Discourse Analysis of Chinese Language Classroom: A Case Study at Chiang Rai Rajabhat University

Main Article Content

Hu Dandan
สมลักษณ์ เลี้ยงประยูร
ศรชัย มุ่งไธสง


Classroom discourse analysis is an aspect of classroom process research. It helps
us understand how a language is used in a classroom. This paper aimed to investigate the features of discourse in a Chinese as a second language learning classroom at Faculty of Humanities, Chiang Rai Rajabhat University (CRRU). The paper described and analyzed the structures of classroom discourse including interaction patterns, duration of teacher talk and student talk, types of teacher’s questions and feedback. The participants were one native Chinese speaker and 35 second-year Thai students majoring Chinese at the Faculty of Humanities. The three lessons in the Chinese Listening and Speaking course were observed and video-recorded to investigate the classroom discourse.
The results showed that the interaction pattern in the present Chinese classrooms was Initiation-Response-Feedback (IRF), and the teacher-student interaction dominated the classroom discourse. Moreover, the duration of teacher talk was much longer than that of students talk in the three lessons. The large amount of displayed questions and more positive feedback were used in the Chinese classroom at CRRU. The results in this study should be beneficial for Chinese language teachers’ teaching to guide and encourage students to talk more in classrooms.


Download data is not yet available.

Article Details

บทความวิจัย (Research Article)


Arthur, D. (2008). Discourse. Retrieved from https://www.answer.com

Bailey, K. M. (2010). Language teacher supervision: A case-based approach. New York: Cambridge University Press,

Nunan, D. (1991). Language teaching methodology: A textbook for teachers. New Jersey: Prentice Hall.

Sinclair, J., & Coulthard, M. (1975). Towards an analysis of discourse. Oxford: Oxford University Press.

Lier, V. (1988). The classroom and the language learning. London: Longman.