182 Advances in spoken discourse analysis
If, as Hatch (in Hatch 1978) suggests, learners acquire grammar through
discourse, we should be perhaps hoping to see lessons with rich interaction
in the Outer and Inner Independent. Dick Allwright (Allwright and Bailey
1991) talks of lessons with ‘learning opportunities’ —it would be worth
considering how these might be characterized in terms of Inner and Outer.
One very real possibility arising from this system of analysis is that of
the real-time coding of interaction in language classes. Informal experiments
suggest that it is quite possible to record easily at the rank of exchange.
Observers simply note down, in a column in an abbreviated form, the types
of exchange as they happen, since these are identifiable from their Initiating
move. There is time to identify the speaker (T or S), the moves (I R F) and
sometimes also time to add a few more details, such as some words or
phrases. Arrows across to the four Inner columns could be used to show the
type of Inner in use. The resulting protocols could be used for teacher
development, and if combined with an audio recording, for action research
projects.
The analysis of group work/replication activities where no leader is appointed
or emerges as the dominant speaker within the group, is currently beyond
the scope of this system for analysis. Several researchers have looked into
this problem (Cheung 1984) and have come up with their own findings.
Other research reported in Davis (1987) deals largely with the added
complexities of analysing the kind of discourse structure which occurs during
less controlled multi-party interactions. Davis argues that the Initiating move
is crucial in controlling prepositional development, and it is only when
students are free to develop the discourse for themselves that they are obliged
to explore the resources of the language.
We have come a long way since 1979. The 1980s saw an increase in the
use of authentic texts and a growing awareness of the need for ‘real’ English
and more opportunities for real communication in the language learning
classroom. There has been a growing interest in ‘Action Research’ projects
undertaken by the teacher in the classroom. In 1991 the IATEFL Research
Special Interest Group was founded and this should provide an ideal forum
for the discussion of research methods and ways to analyse increasingly
challenging types of classroom interaction.
‘Inner and outer: spoken discourse in the language classroom’ is a modified
and explained version of the article of the same name published in Coulthard
(1987a) Discussing Discourse, 1–19.