IRF在英語(yǔ)作為外語(yǔ)的課堂下的新模式

　　摘要：1975年Sinclair和Coulthard對(duì)課堂言語(yǔ)活動(dòng)進(jìn)行了分析，其分析理論為后來(lái)著名的“起始、回應(yīng)、反饋（IRF）”模式奠定了基礎(chǔ)。然而，在對(duì)某一英語(yǔ)課的師生課堂話語(yǔ)觀察后，筆者發(fā)現(xiàn)師生之間的課堂話語(yǔ)并不是完全遵從固定的IRF模式，IRF會(huì)在教師與學(xué)生之間相互轉(zhuǎn)化；課堂中不被期望發(fā)生的事情也會(huì)打破這一模式。本文將以Sinclair和Coulthard的IRF為理論根據(jù)，以課堂中通常發(fā)生的三種師生之間的對(duì)話為現(xiàn)實(shí)依據(jù)，重新構(gòu)建IRF模式。

　　關(guān)鍵詞：IRF；外語(yǔ)；新模式；分析

　　一、引言

　　Sinclair和Coulthard（1975: 27）將課堂互動(dòng)結(jié)構(gòu)分為五級(jí)：行為（Act）、話步（Move）、交換（Exchange）、活動(dòng)（Transaction）、和教學(xué)（Lesson），Sinclair和Coulthard在研究過(guò)程中發(fā)現(xiàn)課堂上，師生間的對(duì)話遵從著一種非常嚴(yán)格的順序，且結(jié)構(gòu)嚴(yán)密。此后，Coulthard 和Montgomery （1981）、Sinclair和Brazil（1982）繼續(xù)研究了短小的話語(yǔ)結(jié)構(gòu)。這些研究大多數(shù)使用的是話語(yǔ)分析研究法（Discourse Analysis Approach），且研究的是“交換（Exchange）”級(jí)（如：Michael Stubbs, 1983）的對(duì)話。Sinclair和Coulthard（1975: 44）提出“交換”分為界限交換（Boundary Exchange）和傳授交換（Teaching Exchange）兩種類型。界限交換標(biāo)記教學(xué)階段中的起始或結(jié)束，而傳授交換關(guān)注的是教學(xué)進(jìn)展情況（White, 2003: 3）。在Sinclair和Coulthard最初的模式中，傳授交換包括三個(gè)話步（Move）：開(kāi)始（Opening），回答了（Answering），續(xù)后（Follow-up），也就是后來(lái)為大家普遍熟悉的起始（Initiation)、回應(yīng)（Response）、反饋（Feedback）。

　　二、基本理論

　　課堂話語(yǔ)調(diào)查的途徑有很多種，如話語(yǔ)分析、對(duì)話分析、語(yǔ)言民俗、多模態(tài)分析等。IRF交換是課堂中最普遍的師生對(duì)話模式，如：

　　T: What’s the capital of France?

　　S: Paris.

　　T: Yes, that’s right, Paris.

　　(Christie, 2002: 4)

　　該課堂互動(dòng)包括教師提問(wèn)（Initiation)、學(xué)生回應(yīng)（Response）、反饋（Feedback）。教師上課時(shí)都希望按照事先準(zhǔn)備好的內(nèi)容一氣呵成的降下來(lái)，然而在實(shí)際的課堂對(duì)話中我們會(huì)發(fā)現(xiàn)并不是這樣子，課堂上經(jīng)常會(huì)出現(xiàn)一些意想不到的時(shí)刻打斷對(duì)話，而此時(shí)對(duì)話結(jié)構(gòu)也可能會(huì)改變。那么在這種情況下師生之間的課堂對(duì)話是否還遵守IRF結(jié)構(gòu)；IRF的角色是否會(huì)有轉(zhuǎn)換；如果有轉(zhuǎn)換那又會(huì)出現(xiàn)什么樣的結(jié)構(gòu)。本文應(yīng)用話語(yǔ)分析觀點(diǎn)中最普遍的交換結(jié)構(gòu)（Exchange Structure）理論對(duì)課堂文本進(jìn)行分析。下面通過(guò)摘選的三段課堂對(duì)話來(lái)分析常見(jiàn)的課堂對(duì)話里IRF模式的轉(zhuǎn)變。為了更好地解釋這些結(jié)構(gòu)，筆者用以下符號(hào)代表不同的IRF:

　　I Initiation 起始

　　R Response 回應(yīng)

　　F Feedback 反饋

　　Ir Re-initiation 再次起始

　　Is Student initiation 學(xué)生起始

　　It Teacher initiation 教師起始

　　I1 First initiation 第一次起始

　　Rs Student response 學(xué)生回應(yīng)

　　Rt Teacher response 教師回應(yīng)

　　R1 First response 第一次回應(yīng)

　　F1 First feedback 第一次反饋

　　三、文本分析

　�。ㄒ唬�師生之間的起始和回應(yīng)交換

　　通常情況，教師是I和F的發(fā)出者，學(xué)生擔(dān)任R的角色，但是，課堂中是否會(huì)有學(xué)生發(fā)出I的情況呢？遇到這種情況，IRF又該如何排列呢？例如：

　　對(duì)話1：

　　(1) T: Kasha? Kasha, do you like pets? (The teacher faces to the board and draws a circle with “pet” in it).

　　(2) K: Do you like? Sorry.

　　(3) T: Do you like pet?

　　(4) K: Pets? Yes I do.

　　(5) T: Ok, very good. Sugar, do you like pet?

　　在這一段教師和Kasha的對(duì)話中，教師發(fā)出起始句（1）提問(wèn)，在IRF結(jié)構(gòu)中，學(xué)生Kasha應(yīng)當(dāng)回答“yes, I like”或者“no, I don’t like pets”，但是這時(shí)學(xué)生Kasha似乎沒(méi)有聽(tīng)清教師的提問(wèn)或者沒(méi)有注意聽(tīng)講，結(jié)果她沒(méi)有按照教師預(yù)期的方式回答問(wèn)題而是反問(wèn)教師剛才問(wèn)的是什么問(wèn)題（2），這時(shí)師生間的IR結(jié)構(gòu)交換了，教師重復(fù)了問(wèn)題并再一次發(fā)出I，句（4）才是句（1）真正的R，句（5）為F。

　　該對(duì)話的話步交換不止三步，原因在于句（2）和（3）。筆者認(rèn)為此對(duì)話可以有兩種解釋。第一種，句（2）可以看作是由學(xué)生發(fā)出的起始（Is），起始（I）一般由教師發(fā)出，而從該對(duì)話中我們可以看到在課堂中教師并不是唯一可以發(fā)出起始（I）的人，學(xué)生同樣可以發(fā)出（Is），而教師的起始（It）問(wèn)題也可以變成教師回應(yīng)（Rt）。若學(xué)生沒(méi)有聽(tīng)清教師的提問(wèn)或者思想不集中或者沒(méi)聽(tīng)懂問(wèn)題，他們可能會(huì)向教師發(fā)問(wèn)。這種情況，學(xué)生的問(wèn)題就成了起始（Is），老師則或重復(fù)剛才的問(wèn)題或作為一種回應(yīng)（Rt）回答學(xué)生的提問(wèn)。這種結(jié)構(gòu)交換可以表示為：

　　It – Is – Rt – Rs – F

　　(1) (2) (3) (4) (5)

　　第二種，句（2）可以看作是學(xué)生對(duì)教師的起始（It）的回應(yīng)（Rs），教師重復(fù)她的問(wèn)題（Ir），然后學(xué)生回應(yīng)了教師的第二個(gè)起始。話步（2）和（3）表明學(xué)生在課堂聽(tīng)講時(shí)可能沒(méi)聽(tīng)到教師的提問(wèn)或者沒(méi)聽(tīng)懂，而教師不得不重復(fù)問(wèn)題或幫助解決學(xué)生的問(wèn)題，如果是這種情況，那么這就是下面另一種IRF模式：

　　It – Rs – Ir – Rs – F

　　(1) (2) (3) (4) (5)

　　該段對(duì)話表明，在課堂對(duì)話中，起始并不一定僅由教師發(fā)出，回應(yīng)也并不一定只有學(xué)生才可以做，當(dāng)學(xué)生對(duì)課堂所講授的內(nèi)容有疑問(wèn)時(shí)他們同樣可以對(duì)教師發(fā)出起始，而教師則會(huì)對(duì)學(xué)生的其實(shí)作出回應(yīng)（Rt）。這種課堂師生對(duì)話具有普遍性，因此，I和R是可以在師生間交換的。

　�。ǘ�） “支架”在IRF結(jié)構(gòu)的作用

　　IRF結(jié)構(gòu)的局限性在于話步1和3都是由教師發(fā)出，這種模式不利于鼓勵(lì)學(xué)生發(fā)言和學(xué)生課堂語(yǔ)言的自身修正。然而在課堂中有時(shí)在第三步之前會(huì)有更多話步，如：

　　對(duì)話2：

　　(1) T: Ok, very good. Kasha, what color of cats do you like? (The teacher wipes the words “pets” “cats” and “dogs”)

　　[Students laugh when the teacher calls Kasha’s name]

　　(2) K: What color?

　　(3) T: Yeah.

　　(4) K: Any.

　　(5) T: Any?

　　[Everyone laughs]

　　(The teacher writes CATS inside the circle).

　　(6) K: ……

　　(7) T: For example?

　　(8) K: Black.

　　(9) T: Black cats (writing “black” on the board) can you ask the same question to me?

　　這些話步可以用下面的結(jié)構(gòu)表示：

　　(1) – (2) – (3) – (4) – (5) – (6) – (7) – (8) – (9)

　　I1 R1 F1 Ir R F

　　句2和句3的結(jié)構(gòu)特點(diǎn)可以歸為3.1中師生之間的起始和回應(yīng)交換，而句6語(yǔ)言不清，故此三居不予考慮。這九個(gè)話步中，教師提問(wèn)學(xué)生句1是起始，學(xué)生的回應(yīng)是句4，但這個(gè)回應(yīng)并不是教師期待的答案，而且沒(méi)想到學(xué)生如此回答，因此用了疑問(wèn)的語(yǔ)調(diào)（句5）重復(fù)了學(xué)生的提問(wèn)。之后教師進(jìn)一步發(fā)問(wèn)（句7），最終教師得到了想要的答案（句8）。事實(shí)上，只有句1、8和9是三步結(jié)構(gòu)的I、R、F。但從課堂實(shí)際情況來(lái)看，學(xué)生一開(kāi)始并沒(méi)有聽(tīng)懂教師的問(wèn)題，所以沒(méi)有給出教師期待的正確回應(yīng)R。盡管學(xué)生給出了一個(gè)回應(yīng)（句4），但教師不得不再一次發(fā)出起始（Ir）以獲得想要的結(jié)果。因此該結(jié)構(gòu)中包含了一個(gè)內(nèi)在的IRF結(jié)構(gòu)（即I-R1-F1-Ir-R-F）。

　　IRF內(nèi)部結(jié)構(gòu)可以用Lev Vygotsky（1978）的近側(cè)發(fā)展區(qū)間 （Zone of Proximal Development，簡(jiǎn)稱ZPD）來(lái)解釋。近側(cè)發(fā)展區(qū)間指學(xué)習(xí)者現(xiàn)時(shí)及實(shí)際可達(dá)到的發(fā)展的差距，這個(gè)差距是由學(xué)習(xí)者的獨(dú)立解題能力及其潛在發(fā)展水平而決定的。換句話說(shuō)，就是學(xué)習(xí)者的學(xué)習(xí)能力以內(nèi)，但暫時(shí)未能理解的知識(shí)。Lev Vygotsky認(rèn)為一個(gè)學(xué)習(xí)者可以做的工作（Task）可以分為三個(gè)等級(jí)，即，可獨(dú)立處理工作、支架和需協(xié)助才可以完成的工作。而“支架”是介乎于學(xué)習(xí)者有能力與沒(méi)有能力獨(dú)立完成工作之間。假若沒(méi)有人協(xié)助學(xué)習(xí)者去把新的知識(shí)與舊有的知識(shí)聯(lián)系，學(xué)習(xí)者一般不能獨(dú)自跨過(guò)這個(gè)學(xué)習(xí)上的距離，需要在有能力者的帶領(lǐng)和輔助之下，才有機(jī)會(huì)完成工作。在課堂里，這個(gè)有能力的人就是教師。教師通過(guò)各種方法幫助學(xué)生完成工作，而這些輔助方法就是我們所說(shuō)的“支架”（Bruner,1983）。在對(duì)話2中，IRF交換結(jié)構(gòu)可以被視為“最大可能地幫助學(xué)生清晰地表達(dá)自己觀點(diǎn)的方法”（van Lier, 2001）。當(dāng)學(xué)生在追尋答案的過(guò)程中有任何困難時(shí)，教師責(zé)無(wú)旁貸地會(huì)幫助學(xué)生。這些方法可以是實(shí)物也可以是聲音方面的。如果教師使用的是聲音方面的方式，如語(yǔ)言，那么這里就會(huì)出現(xiàn)更多的內(nèi)部IRF結(jié)構(gòu)。因此當(dāng)分析師生談話時(shí)，有必要找出內(nèi)部IRF結(jié)構(gòu)，以便于我們更好的理解教、學(xué)過(guò)程。

　�。ㄈ�）“沉默”在IRF結(jié)構(gòu)的作用

　　當(dāng)學(xué)生被提問(wèn)到時(shí)，他們可能會(huì)給出正確的答案，或錯(cuò)誤答案。在課堂中還會(huì)有一種情況出現(xiàn)，那就是學(xué)生會(huì)用沉默回應(yīng)起始。見(jiàn)下面的對(duì)話：

　　對(duì)話3：

　　(1) T: Tracy, what color are they?

　　(2) Tracy: … (3 seconds)

　　(3) T: They are black or they are white.

　　(4) Tracy: … (2 seconds) Black

　　(5) T: Great, very good. (The teacher writes “black” in front of the “six brothers and sisters”).

　　該對(duì)話中的話步可以用以下結(jié)果表示：

　　– (2) – (3) – (4) – (5)

　　I R Ir R F

　　對(duì)話3的課堂背景是，在教師講完一段故事后，為了檢查學(xué)生Tracy是否聽(tīng)講，教師向她提問(wèn)問(wèn)題，也就是起始（句1）。但學(xué)生什么也沒(méi)說(shuō)（句2），沉默了大約3秒。之后教師只好重新發(fā)出起始且是二選一的問(wèn)題的支架（句3）式問(wèn)題。最后學(xué)生在兩秒鐘的沉默后給出了回應(yīng)（句4）。

　　盡管學(xué)生對(duì)教師的提問(wèn)沒(méi)有做出任何回答，但是在本例中她的沉默也是一種回應(yīng)。在課堂中，教師經(jīng)常會(huì)遇到這種情況。教師也經(jīng)常頭痛和抱怨如何如處理學(xué)生的沉默。學(xué)生沉默的原因有多種：不愿意回應(yīng)、不知道答案、沒(méi)有認(rèn)真聽(tīng)講、或者是學(xué)生個(gè)人性格原因。如果學(xué)生對(duì)教師或教師的教學(xué)方法有偏見(jiàn)，他們可能會(huì)拒絕回應(yīng)教師的提問(wèn)；如果學(xué)生在知識(shí)方面有障礙而無(wú)法回答問(wèn)題，他們可能會(huì)保持沉默；若學(xué)生對(duì)教師所講授內(nèi)容覺(jué)得無(wú)聊而失去興趣，他們可能無(wú)法認(rèn)真聽(tīng)講；若學(xué)生性格內(nèi)向他們可能很難與他人交流，而選擇用沉默回應(yīng)教師的提問(wèn)。對(duì)話3的情況是，教師講課時(shí)，學(xué)生Tracy正看窗外下雨，屬于學(xué)生沒(méi)有認(rèn)真聽(tīng)講的情況。

　　面對(duì)學(xué)生的沉默，教師可以通過(guò)叫另外一個(gè)同學(xué)幫助這個(gè)學(xué)生說(shuō)出答案。這時(shí)，教師不得不重新發(fā)出起始（Ir）。當(dāng)教師再次發(fā)出起始時(shí)要注意學(xué)生說(shuō)話的態(tài)度和語(yǔ)氣，否則可能會(huì)削弱學(xué)生的信心和打擊學(xué)生的自尊心。大多數(shù)學(xué)生當(dāng)無(wú)法正面回答教師問(wèn)題時(shí)會(huì)覺(jué)得尷尬或害羞，這時(shí)，如果教師責(zé)備他們，學(xué)生可能會(huì)擔(dān)心被同學(xué)取笑，以后都不敢在課堂上回答問(wèn)題。教師可以通過(guò)各種技巧處理學(xué)生的沉默：將問(wèn)題換成另一種更容易理解和回答的方式發(fā)出起始，如給出二選一的句型，或把原起始句分解成一個(gè)個(gè)小的問(wèn)句，逐漸得出最終答案，以增強(qiáng)學(xué)生信心。這樣的話，教師的Ir不止一個(gè)，直到學(xué)生給出最終答案為止。

　　四、結(jié)論

　　筆者用Sinclair 和Coulthard的IRF交換結(jié)構(gòu)分析了一堂英語(yǔ)課中的三個(gè)師生對(duì)話，分別是起始和回應(yīng)在師生對(duì)話間的交換、IRF的內(nèi)部結(jié)構(gòu)、沉默在IRF中的作用以及如何處理學(xué)生課堂的沉默。事實(shí)上，本文分析的課堂是一堂“故事型”（story-based）課堂，教師過(guò)多的使用了提問(wèn)問(wèn)題的方式（提問(wèn)45次）讓學(xué)生集中注意力，因此，該課堂大多數(shù)的師生談話是IRF交換結(jié)構(gòu)。然而，在筆者分析該類型課堂師生對(duì)話時(shí)想IRF交換結(jié)構(gòu)是否適用于交際性語(yǔ)言教學(xué)課堂，在交際性語(yǔ)言教學(xué)課堂中，師生互動(dòng)和學(xué)生間互動(dòng)環(huán)節(jié)會(huì)更多，盡管我們可以用其他話語(yǔ)分析方法，但是IRF交換結(jié)構(gòu)是否也可以應(yīng)用到交際性課堂環(huán)境呢，如果可以會(huì)是什么樣的結(jié)構(gòu)，這是我們下一步可以探討的問(wèn)題。

　　參考文獻(xiàn)：

　　[1]Bruner, J. (1983). Child’s talk: learning to use language. New York: Norton.

　　[2]Christie, F. (2002).Classroom discourse analysis. London: Continuum.

　　[3]Coulthard, M. (1977). An introduction to discourse analysis. London: Longman.

　　[4]Coulthard, M and Montgomery, M., eds. (1981). Studies in discourse analysis. London: Routledge and Kegan Paul.

　　[5]Sinclair, J. McH. and Brazil, D. (1982). Teacher talk. Oxford: Oxford University Press.

　　[6]Sinclair, J. McH. and Coulthard, M. (1975). Towards an analysis of discourse. London: Oxford University Press.

　　[7]Stubbs, M. (1983). Discourse analysis. Oxford : Blackwell Publishers.

　　[8]van Lier, L. (2001). Constrains and resources in classroom talk: issues of equality and symmetry in C. Candin and N. Mercer (eds.) English language teaching in its social context. London: Routledge.

　　[9]Vygotsky, Lev, S. (1978). Mind in society. Cambridge: Harvard University Press.

　　[10]White, A. (2005). The application of Sinclair and Couldthard’s IRF structure to a classroom lesson: analysis and discourse. Retrieved 19 Jun, 2007, from http://www.cels.bham.ac.uk/resources/essays/AWhite4.pdf.

　　附錄1 Transcription

　　T: my target students are from five, my target students may be between ten to eleven, the level is actually pre-intermediate, the number of students in class is five to ten, time and length of class maybe come to approach and 45 minutes longest, and they are quite motivated, and they are motivated to approach, and several students have experiences in traveling to English speaking countries, in this class new language will be “witch, look for, cottage, broom and blind”, the objective of this activity, first of all, the students should be able to retell the story, and the other one should be able to make their own……story

　　T: Kasha? Kasha, do you like pets? (The teacher faces to the board and draws a circle with “pet” in it).

　　K: do you like? Sorry.

　　T: do you like pet

　　K: pets? Yes I do

　　T: ok, very good. Sugar, do you like pet?

　　T: ok. erm, Kasha, what kinds of …(1s) o sorry, Tracy do you like pets?

　　Tracy: yes I do

　　T: ok. Kasha what kinds of pets do you like?

　　K: cats

　　T: cats, great （the teacher draws a branch from the circle and writes cats）Kasha, could you ask the same question to Tracy?

　　K: Tracy … (2s) what kind of pets do you like?

　　T: ok very good.

　　Tracy: er, I like dog

　　T: great (the teacher draws the second branch from the circle and writes dogs) ok, we like cats and dogs. Ok, everyone repeat after me we like cats and dogs.

　　Ss: we like cats and dogs

　　T: very good. Rachel, what did I say?

　　R: we like cats and dogs

　　T: ok, very good. Kasha, what color of cats do you like? (The teacher wipes the words “pets” “cats” and “dogs” )

　　[Rachel, Megumi and other students laugh when the teacher calls Kasha’s name]

　　K: what color?

　　T: yeah

　　K: any

　　T: any?

　　[Everyone laughs]

　　(The teacher writes CATS inside the circle)

　　K: ……

　　T: for example?

　　K: black

　　T: black cats (writing “black” on the board) can you ask the same question to me?

　　K: what color of cats do you like teacher?

　　T: I like white cats (writing “white” on the other side)

　　Er, Sugar what color of cats does Kasha like?

　　S: er, she like …(1s) likes, er, she likes black cats

　　T: she likes black cats

　　S: she likes black cats

　　T: ok, very good. Enyon, what kind of color do I like? What color of cats do I like?

　　E: er, you like white cats

　　T: ok, very good

　　Er do you know the meaning of “witch” (writing “witch” on the right side of the board. Then pick up a picture and show to the students) what is she?

　　Ss: witch

　　T: good everyone read after me witch

　　Ss: witch

　　T: she is a witch

　　Ss: she is a witch

　　T: witch

　　Ss: witch

　　T: Tracy what is she?

　　Tracy: she is a witch

　　T: very good. Enyon who what is she?

　　E: she is a witch

　　T: very good. Ok, er what color of the cat does witch like do witches like? What color of cat do witches like?

　　S: black cats

　　Tracy: black

　　T: good very good. Megumi could you please …… the first sentence?

　　witches

　　M: witches like black cats

　　T: great very good. Rachel, what did she say?

　　R: witches like black cats.

　　T: ok, very good. Everyone repeat after me. Witches like black cats.

　　Ss: Witches like black cats.

　　T: ok, very good. Today I want to talk about black cat or white cat?

　　Ss: black cat

　　T: (smile) today I want to talk about white cat (wipe “black” “cat” and “white”)

　　Ss: [students laugh] why?

　　(The teacher writes “white” in the circle. But she seems to forget something and face to students)

　　T: oh, ok, today I wanna tell a story about a little white cat. Kasha what is the today’s topic?

　　K: er, a little white cat.

　　T: ok very good.(wipe the “white” on the board and rewrite “l(fā)ittle white cat”) Enyon what did she say?

　　E: today’s topic is the little white cat.

　　T: ok, very good. Everyone read after me. Today’s topic is the little white cat (pointing the words she wrote just now).

　　Ss: today’s topic is the little white cat.

　　T: great. Before telling the story, I want to introduce the words. Do you know what it is? (Show a picture)

　　Ss: ……

　　T: ok very good. Everyone read after me (writing “cottage”) cottage.

　　Ss: cottage

　　T: cottage

　　Ss: cottage

　　T: Rachel, what is it?

　　R: cottage

　　T: cottage.

　　R: cottage.

　　T: ok very good. Sugar, what is it?

　　S: cottage

　　T: cottage.

　　S: cottage

　　T: cottage. Great, very good….(2s) er, do you know the meaning of broom (writing “broom” on the right side of board.)

　　Ss: broom (small sounds)

　　T: (pick up a picture) this is a broom. Everyone read after me broom.

　　Ss: broom

　　T: Megumi, what is it?

　　M: broom

　　T: great, Kasha what is it?

　　K: broom

　　T: ok, very good. Ok and do you know the meaning of look for (writing “l(fā)ook for” on the right side)? Do you know the same words, the same meaning words?

　　S: find

　　Tracy: seek

　　T: ok, very good find. It is the same word as find. Everyone read after me look for.

　　Ss: look for.

　　T: look for

　　Ss: look for

　　T: and do you know the meaning of blind? Blind

　　Ss: ……

　　T: ok, somebody who cannot see. Ok, Megumi, could you make a sentence with using “blind”?

　　M: er, er, I saw a blind man … (2s) I saw a blind man walking on the street

　　T: ok, very good. Kasha, what did she say?

　　K: she said I saw a blind man walking on the street.

　　T: ok, very good. Ok, now I will tell a story about a white cat. (The teacher shows a picture). Once of the time, there was a white cat. And she has six brothers and sisters. But all of them are blind. Ok, Rachel, how many brothers and sisters does the little white cat have?

　　R: it has six sisters and brothers.

　　T: ok, great. (The teacher writes “six brothers and sisters” on one branch). Tracy, what color are they?

　　Tracy: …(3s)

　　T: They are black or they are white.

　　Tracy: …(2s) black

　　T: great, very good. (the teacher writes “black” in front of the “six brothers and sisters”). But the little white cat does not know she is white. …(5s) (the teacher looks at her teaching plan). The little white cat goes older and older, and bigger and bigger. One day she says do I want to be a farmer? No. and do I want to be a teacher? No. I want to be a witch’s cat. Ok. Er, Enyon? Does the little white cat want to be a farmer?

　　E: no.

　　T: what does the little white cat want to be?

　　E: …(3s) she wants to be a witch’s cat.

　　T: great, very good. (The teacher writes “witch’s cat”) the little white cat wants to be a witch’s cat.

　　Ss: the little white cat wants to be a witch’s cat.

　　T: ok, very good. Tracy, does the little white cat know she is a white cat?

　　Tracy: …(2s) no

　　T: she doesn’t know she is a white cat. Rachel what did I say?

　　R: the little white cat doesn’t know she is a white cat.

　　T: ok, very good. …(2s) (the teacher looks at her lesson plan) the little white cat looks for a witch. She walks and she walks. At last she finds a witch. The little white cat says have you got a cat (the teacher pretends to be the little white cat) no I have never got a cat (the teacher pretends to be the witch). Great, now I am your cat (the teacher pretends to be the little white cat). No, you are a white cat (the teacher pretends to be the witch). Witches have got a black cat. Ok, Kasha, does the witch wants a white cat?

　　K: no, she wants a black

　　T: ok, very good. (The teacher writes “witches / black”) witches want black cats. Ok, witches like one black cat. Sugar, what did I say?

　　S: witches like black cat.

　　T: ok very good. Rachel if I were this little white cat how would feel

　　R: sad [laugh]

　　T: ok, very good, Megumi, how about you. If you were this little white cat how would you feel?

　　M: … (5s) Depressed?

　　T: ok great, very good, very, ok

　　The poor little cat the poor little cat the little white cat is so sad. She looks for another witch. She walks, she walks, (the teacher laughs and wants students speak with her), please, she walks

　　Ss: she walks

　　T: at last, she find she looks for she finds out a witch another witch. Have you got a cat (the teacher pretends to be the little white cat) no I have never got a cat (the teacher pretends to be the witch). Sounds great now I am your cat (the teacher pretends to be the little white cat).

　　Tracy: no

　　T: great. No, you are white. Witches have got black cats (the teacher pretends to be the witch).

　　Ok, Enyon? Does the witch want this little white cat?

　　E: no

　　T: Sugar, why does this why does not? The witch want this little white cat?

　　S: the witch wants a black cat.

　　附錄2 Transcription System

　　The description in the round brackets indicates the teacher’s performance in the classroom.

　　The description in the square brackets indicates the students’ performance in the classroom.

　　(1 s): A one second pause

　　Cannot hear clearly

　　Uttering at the same time

　　Abstract: in 1975, Sinclair and Coulthard on classroom speech activity were analyzed, the theory and later the famous" initiation, response, feedback ( IRF )" model laid the foundation. However, in a English teacher-student classroom discourse after observation, the author found between teachers’ and students’ classroom discourse does not fully comply with the fixed IRF mode, IRF between teachers and the students interaction; classroom are not expected to happen it would break this pattern. This paper will be the Sinclair and Coulthard IRF as the theory basis to the classroom, usually happens in three between teachers and students of the dialogue is the reality basis, constructs the IRF model.

　　Key words: IRF; foreign language; new mode; analysis of

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