SINCLAIR AND COULTHARD MODEL (1975)

In the dynamic landscape of education, analyzing discourse in a classroom setting emerges as a

crucial endeavor that transcends traditional pedagogical approaches. Discourse analysis not only serves as
a powerful tool for understanding the intricacies of communication within the learning environment, but it
also unveils profound insights into the socio-cultural dynamics that shapes educational interactions.

By scrutinizing the spoken and written exchanges between teachers and learners, as well as among
peers, discourse analysis illuminates the implicit structures and power relations inherent in classroom
conversations. Furthermore, it facilitates a nuanced exploration of language use, fostering a heightened
awareness of how linguistic choices contribute to knowledge construction, identity formation, and the
negotiation of meaning.

In the realm of English language instruction, the importance of analyzing discourse in the
classroom cannot be overstated. Beyond the traditional focus on grammar and vocabulary, discourse
analysis provides a valuable framework for understanding how language functions in context. By
scrutinizing the patterns and structures of spoken and written language within English classes, teachers
gain insights into the nuances of linguistic choices, the development of language proficiency, and the
varied ways in which students negotiate meaning.

Paterson, D. (2008) explored the application of the Sinclair and Coulthard (S&C) model to
analyze classroom discourse in the context of an English language lesson. The model focuses on the
structure of language in use and introduces the concepts of act, move, and exchange within the broader
framework of discourse. The historical background of discourse analysis is discussed, emphasizing the
model's roots in speech act theory and systemic grammar.

With emphasis on the significance of exchanges, the paper describes the S&C model's
hierarchical structure, especially the three-part structure of initiation, response, and feedback (IRF). The
model, which highlights challenges in categorizing various discourse elements, is applied to a transcript of
an English language lesson.

In the study Stojković, M. (2012) titled “Using The Sinclair and Coulthard Model of Discourse
Analysis for Examining Classroom Communication on University Level ELT,” the author underscored the
relevance of discourse analysis and (S&C) model in understanding language use in both spoken and
written forms. The author explained that the model follows a rank scale structure derived from Halliday
(1961), which features lessons as the largest unit, followed by transactions, exchanges, moves, and acts.

Exchanges, according to the model, are categorized into boundary and teaching exchanges, each
serving distinct purposes in marking lesson stages and addressing lesson content. Boundary exchanges
divide and mark the lesson stages by means of two types of moves – framing and focusing. Teaching
exchanges further classify into free and bound, where the latter depends on the former. According to
Sinclair and Coulthard, “a typical exchange involves initiation by the teacher, pupil response, and
feedback.”

Raine, P. (2010), in his study, while it is true that S&C method of analysis offers a valuable
framework, there are also limitations and one of which is the restriction to whole class interaction between
teachers and students.
The study cited previous criticisms on the model, claiming that the method struggles to
accommodate pupil-pupil interactions in activities like group work or discussions. This limitation poses
challenges for its application in diverse classroom settings where various forms of interaction occur.

The method's emphasis on linguistic elements may overlook important non-linguistic aspects of
communication, such as intonation and body language. These non-verbal cues play a significant role in
understanding the meaning and dynamics of classroom discourse, and their exclusion could limit the
method's comprehensiveness. The categorization of certain types of discourse, such as drills, proves
challenging within the existing framework. The method's inability to account for specific discourse types
may require the introduction of new categories, as suggested in the analysis.

LE 312 I Discourse Analysis in Language Teaching 1

 In a study titled “Teacher Act in Classroom Interaction Based on Sinclair and Coulthard Model,”
written by Bunda, I. P. (2019), explored on classroom interaction in the context of English language
learning, emphasizing the importance of teacher acts in facilitating effective communication.

Utilizing S&C model in analyzing various types of acts employed by a teacher during classroom
interactions, sixteen (16) types of acts were identified, with Elicitation being the most prevalent, and 6 of
which were not observed during the teaching and learning process, namely: Prompt, Acknowledge,
Metastatement, Loop, Silent Stress, and Aside.

The study also suggested a need for a diverse range of acts to enhance interaction, encourages the
inclusion of additional act types, and recommends professional development for teachers to refine their
communication strategies. Additionally, there is a call for future research to explore student responses and
the impact of different acts on learning outcomes.

Using S&C model in analyzing classroom discourse, this allows language teachers to utilize
discourse analysis to enhance teacher self-evaluation, inform classroom activities, and reveal power
dynamics. It is also a powerful tool for identifying and addressing challenges in classroom conversation,
although it may not provide comprehensive solutions.

DA proves effective in identifying barriers to effective communication, which allows teachers to

tailor-fit their teaching strategies to address specific language challenges as well. Moreover, integrating
discourse analysis into English classes not only enriches language learning, but also cultivates a deeper
appreciation for the dynamic interplay between language, culture, and expression.

As an indispensable lens through which to examine educational practices, discourse analysis

empowers language teachers to cultivate inclusive and effective communication strategies, fostering an
enriched learning environment that encourages critical thinking, collaboration, and a deeper engagement
with the subject matter.

REFERENCES

Bunda, I. P. (2019). Teacher Act in Classroom Interaction Based on Sinclair and Coulthard Model
(Doctoral dissertation, Universitas Negeri Medan).

Paterson, D. (2008). Analysing classroom discourse using the Sinclair/Coulthard model. Studies in
language and literature, 28(1), 67-94.

Raine, P. (2010). An application of the Sinclair and Coulthard (1975) method of discourse analysis.
Retreived January 2011.

Stojkovic, M. (2012). Using the Sinclair and Coulthard Model of Discourse Analysis for Examining
Classroom Communication in University Level ELT. Univerzitet u Nišu Filozofski Fakultet.

LE 312 I Discourse Analysis in Language Teaching 2