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Title: Discourse acts and clause process options : an investigation into the spoken English used by teachers and pupils during selected lessons in some secondary school classrooms in urban areas of Nigeria
Author: Durojaiye, Susan Myra
ISNI:       0000 0001 3436 1849
Awarding Body: Institute of Education, University of London
Current Institution: University College London (University of London)
Date of Award: 1979
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The research reported in this thesis has as its setting the secondary school classroom in Nigeria, where English is used as further tongue medium of instruction. In order to investigate the use of English as medium across the curriculum, the spoken language of teachers and pupils during forty lessons, ten from each of four subject areas, was analysed. The method of analysis used focuses on the discourse acts and the grammatical rank clause. The occurrences of discourse acts and choices from process options within the clause are identified and analysed, as are interactions between the two ranks, Features within lessons which appear to influence these occurrences and interactions are also identified and discussed. The findings of the investigation indicate that the teachers in the present sample, on the whole, tend to use a wide range of both discourse acts and clause process options. The pupils, on the other hand, tend to use a more limited range on 80th measures. With regard to the interaction between discourse acts and the clause process options expressed within them, the findings suggest that patterns of choice from the clause process options within certain discourse acts reflect the acts' discourse function. Some apparently subject-linked features are identified in the patterns of choice from the clause process options. The predominance of minor clauses in pupils' spoken English is seen as a cause for concern in the further tongue English setting. Teaching devices which apparently affect the amount of practice pupils are given in using a wider range of discourse acts and clause process options are identified. The implications of the findings for the training of teachers in the use of spoken English across the curriculum are discussed, as are the limitations of this study and its implications for future research.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available