Communicative Functions of Repair on Nigerian Students’ Participation in Computer Studies
Academic Leadership - Online Journal,
Vol. 9 No. 4 (2008): Vol-9-Issue-4-April-2008
In the last decades, interest in instructional process has drawn the attention of linguists to classroom
discourse studies (Lee, 2007; Chen, 2007; Hall, 2007; Macbeth, 2004). Such growing attention has
been attributed to the importance associated with verbal discourse in meaning making (Chin, 2006).
Chin further notes that a common ground available in the literature on pedagogical discourse is the
three-turn sequence interaction called “triadic dialogue” (Lemke, 1990 cited in Macbeth, 2004), or
Initiation Response Evaluation (IRE) (Menham ,1979 cited in Chin, 2006), or Initiation Response
Feedback (IRF) (Sinclair & Coulthard, 1975 cited in Macbeth, 2004). In other words, a classroom
interaction primarily comprise of three actions: the teacher’s initiation of questions, learners’
responses’, and the teacher’s feedback on the correctness of the responses. The three-part move in a
classroom discourse provides teachers the opportunity to ask questions which require predetermined
low- order cognitive level short answers (Chin, 2006).