Towards the adoption of classroom discourse analysis for creating a model classroom at the University level

Abstract EN

The present research study sheds light on the incorporation of classroom discourse analysis in the teaching process inside university classrooms.

The aim of the study is to conceptualize and establish a theoretical model for the teachers of English to adopt in classroom discourses at the university level.

The problem of the research is quite evident in that there are various teaching methods which University teachers of English definitely follow.

Teachers prefer to adopt the method they consider suitable for the materials they teach.

It is hypothesized that if the teachers of English try to stick to a compromised language teaching method, the language teaching/learning situation will be better improved and developed.

To validate the hypothesis, a questionnaire is adopted and presented to 19 university teachers of English to assign the method they should follow inside the classroom.

Then, the framework is conceptualized and established by the researchers according to the results of the questionnaire.

The researchers adopted the qualitative and quantitative methods in analyzing data.

Based on the results obtained and data analysis, it is concluded that the university teachers of English prefer to adapt to different methods and models of teaching in order, for them, to select and adopt the language teaching method(s) they characterize for the materials they intend to teach inside their classrooms.