Instructional Routines and Questioning Patterns in ESL Composition Classes

Abstract

The goal of this study was to investigate the nature of the English as Second Language (ESL) composition class with regard to discourse patterns or communication between teachers and students, using classroom discourse analysis. The foci of this study were on instructional routines and questioning patterns. This study was conducted based on the belief that the analysis of classroom discourse is a powerful means for understanding the discourses in the ESL composition class and its impact on students' writing. This study explored the functions of oral language in ESL composition classes at a state university in the US. For the exploration, oral communication for two ESL composition classes was audiotaped and transcribed to examine discourse patterns in different activities, such as an introduction of a new unit, topic invention, text analyzing, and conferencing. In analyzing these activities, a set of discourse categories were employed. This study discovered that teachers in two ESL used different routines, and procedural question was most frequently used in these two classes. The results of this study using classroom discourse analysis will be helpful in achieving the productivity and flow of teaching ESL composition, along with useful engagement among discourse participants. In addition to helping teachers better manage the talk occurring in their composition classes, the applications from this study can be employed to meet different instructional goals.