Non-critical analysis of EFL classroom discourse in a speaking course through Bowers’ model

This is a descriptive quantitative and qualitative study of speaking classroom discourse. This study aimed to discuss an authentic spoken discourse of an EFL class by employing Bowers’ model (1980) to examine various teaching functions and how they enhanced the speaking opportunities for students. In this article, the concept of Bowers’ model was first discussed and how it was of a vital significance to classroom interaction in an EFL class and the efficiency and effectiveness of the various patterns of discourse. Besides, the distribution of teacher-talk and student-talk was investigated and who had a higher degree of control over the discourse in the class was highlighted. It also examined the structure of interactions and how the teacher managed the conversation and turn-taking. The article included how teachers understood their language affected the role in the classroom as well as how learners were aware of when and where they had to engage in the speaking process. Moreover, the article also investigated the functions in a speaking class and how different teacher acts were used in urging learners to participate in classroom discussions. The last section was a conclusion to summarize the main ideas discussed in the article.