| ISSN: 2583-4371 | ISSN: 2583-4371JOURNAL ARTICLE
Keywords: classroom discourse, hierarchically organized discourse, tri-sequential interaction, IRF structure.
Abstract: This paper explores Sinclair and Coulthard’s approach to discourse analysis, widely known as IRF model, as an important methodological tool in language analysis in classroom interactive settings. It focuses on the theoretical underpinnings highlighting its advances over other methods of language analysis especially in a teacher-pupil classroom teaching. The paper distinguishes different units of analyzing interaction between teachers and students that make up the hierarchically organized character of classroom discourse. These units provide a systematic pattern and organization to the talk starting from acts – the smallest unit, to lesson – the largest unit of classroom interaction. In this model the focus is on the units of discourse that provide for the patterned transaction in classroom teaching rather than on language itself. The paper argues that despite many diverse methods and approaches to discourse analysis; the IRF model is most ideally suited to classroom discourse between the teacher and the taught. The model provides an insightful framework to understand exchanges in the classroom that is beneficial to enhance the effectiveness of teaching-learning experience. Although, the model was developed for school classrooms of native English language, the paper argues the relevance and usefulness of IRF model in analyzing many other professional communication contexts. It emphasizes the unique position of the model and valuable insights it can provide in analyzing, understanding and enriching the contemporary classroom experience in non-native contexts by identifying and explaining features of teacher-pupil interaction.
Article Info: Received: 28 May 2024, Received in revised form: 22 Jun 2025, Accepted: 25 Jun 2025, Available online: 29 Jun 2025
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