Interpersonal Utterances In Class Discourse (functional Systemic Linguistic Analysis)

Feb 27, 2025 by ADMIN 86 views

Interpersonal Utterances in Class Discourse: Exploring the Dynamics of Teacher and Student Relations

Introduction

Class discourse is a complex and dynamic process that involves the interaction between teachers and students. It is a crucial aspect of the learning process, as it enables students to acquire knowledge, develop critical thinking skills, and build relationships with their peers and teachers. However, the dynamics of class interaction are often influenced by various factors, including the roles of teachers and students, decision-making processes, levels of certainty and necessity, and social context. This article aims to explore the interpersonal utterances in class discourse using functional systemic linguistic analysis, with a focus on understanding the dynamics of teacher and student relations.

Mode: Exploring the Role of Teachers and Students in Class Interaction

The mode system in class discourse reflects the dynamics of teacher and student relations. The dominant mode used is a declarative mode (ind-dek), which reflects the role of the teacher as an information and knowledge provider. The teacher uses this mode to convey information to students, with the aim that the knowledge can be accepted and understood. This mode is characterized by the use of declarative sentences, which provide information and facts to students.

The interrogative mode (ind-in) ranks second, shows the teacher's efforts in increasing student participation in teaching and learning activities. This mode also serves to arouse students' interest and curiosity, encourage students to think actively, and focus their attention on the topic being discussed. The interrogative mode is characterized by the use of questions, which encourage students to engage with the material and participate in the learning process.

The imperative mode (IMP) dominates the third order, shows the teacher's efforts to motivate students to be ready to take certain actions or actions in achieving learning objectives. This mode shows the teacher's role in guiding and encouraging students to achieve the targets set. The imperative mode is characterized by the use of commands, which direct students to take specific actions.

Persuasive mode (PEN) dominates the fourth order, shows the teacher's efforts to convince students to a matter. Although the use of this mode is not as intense as other modes, its existence shows that the teacher also acts as a motivator and direction giver who can convince students. The persuasive mode is characterized by the use of persuasive language, which aims to influence students' opinions and attitudes.

Mood Structure: Disassembling the Dynamics of Decision Making

The mood structure in class discourse shows differences in decision-making between the teacher and students. The most dominant mood structure is "Subject^Finit", where teachers tend to make decisions related to the topics presented without hesitation. This shows that the teacher has a major role in directing and managing the course of learning. The mood structure is characterized by the use of finite verbs, which indicate the completion of an action.

Modality: Revealing the Level of Certainty and Necessity

The results showed that the use of the possibility of medium and high modalities dominated in class discourse. Teachers tend to use this modality with a high level of certainty, showing their confidence in the truth of the information conveyed. Students, on the other hand, use more likelihood of possibilities with a degree of middle to lower, indicate a lower level of certainty and truth. The modality is characterized by the use of modal verbs, which express degrees of possibility, necessity, and obligation.

The use of modality of "necessity" with middle and high degrees is more widely carried out by teachers, showing that they place themselves as higher parties and have authority in class. This modality is used in the form of imperative and instructive sentences, which direct students to take certain actions.

Social Context: Uncovering Aspects of Status, Contact, and Affect

Social context analysis in class discourse shows the inequality of status between teacher and student. Contact between the two shows high intensity and frequency, because learning is a routine activity and takes place in a formal atmosphere. The social context is characterized by the use of formal language, which reflects the power dynamics between the teacher and students.

Affect aspects indicate that the interaction between the teacher and students tends to be positive. The teacher shows a positive emotive attitude towards students, creating a comfortable and conducive learning atmosphere. The affect is characterized by the use of positive language, which reflects the teacher's attitude towards students.

Implications and Relevance

This study has an important implication in understanding the dynamics of class interaction. By understanding the forms of interpersonal utterances, teachers can be more effective in communicating with students and creating a more interactive and effective learning atmosphere. This research is also relevant for researchers in the field of linguistics, especially those that focus on discourse analysis and the study of social interaction.

Conclusion

Interpersonal utterances in class discourse show the complexity of interaction between teacher and student. Analysis using systemic functional linguistics theory helps us understand the dynamics of teacher and student relations, especially in terms of roles, decision making, level of certainty and necessity, and social context. The results of this study provide valuable insight for teachers, researchers, and educational practitioners in improving the quality of learning and creating a more effective and fun class environment.

Recommendations for Future Research

This study provides a foundation for further research in the field of linguistics and education. Future studies can explore the following areas:

Investigating the role of technology in class discourse and its impact on interpersonal utterances.
Examining the impact of cultural and linguistic diversity on class interaction and interpersonal utterances.
Developing a more comprehensive model of class discourse that incorporates multiple theoretical perspectives.
Investigating the relationship between interpersonal utterances and student outcomes, such as academic achievement and motivation.

By exploring these areas, researchers can gain a deeper understanding of the complex dynamics of class interaction and develop more effective strategies for improving the quality of learning and creating a more effective and fun class environment.

References

Halliday, M. A. K. (1978). Language as social semiotic. London: Edward Arnold.
Halliday, M. A. K. (1985). An introduction to functional grammar. London: Edward Arnold.
Hasan, R. (1984). Coherence and cohesion in spoken and written discourse. London: Longman.
Martin, J. R. (1992). English text: System and structure. Amsterdam: John Benjamins.
Sinclair, J. M. (1987). Looking up: An account of the COBUILD project in lexical research. London: Collins.

Note: The references provided are a selection of key works in the field of systemic functional linguistics and discourse analysis. They provide a foundation for further research and can be used as a starting point for exploring the complex dynamics of class interaction and interpersonal utterances.
Interpersonal Utterances in Class Discourse: Q&A

Introduction

Interpersonal utterances in class discourse are a crucial aspect of the learning process, enabling students to acquire knowledge, develop critical thinking skills, and build relationships with their peers and teachers. However, understanding the dynamics of class interaction can be complex and nuanced. In this article, we will address some of the most frequently asked questions about interpersonal utterances in class discourse, providing insights and explanations to help educators and researchers better understand this critical aspect of teaching and learning.

Q1: What is the role of the teacher in class discourse?

A1: The teacher plays a crucial role in class discourse, serving as an information and knowledge provider, a motivator, and a direction giver. Teachers use various modes, such as declarative, interrogative, imperative, and persuasive, to convey information, encourage participation, and guide students towards achieving learning objectives.

Q2: How do teachers use modality in class discourse?

A2: Teachers use modality to express degrees of possibility, necessity, and obligation. They tend to use high modalities with a high level of certainty, showing their confidence in the truth of the information conveyed. Students, on the other hand, use more likelihood of possibilities with a degree of middle to lower, indicating a lower level of certainty and truth.

Q3: What is the significance of social context in class discourse?

A3: Social context analysis in class discourse shows the inequality of status between teacher and student. Contact between the two shows high intensity and frequency, because learning is a routine activity and takes place in a formal atmosphere. The social context is characterized by the use of formal language, which reflects the power dynamics between the teacher and students.

Q4: How can teachers create a more interactive and effective learning atmosphere?

A4: Teachers can create a more interactive and effective learning atmosphere by using various modes, such as declarative, interrogative, imperative, and persuasive, to convey information, encourage participation, and guide students towards achieving learning objectives. They can also use modality to express degrees of possibility, necessity, and obligation, and create a positive emotive attitude towards students.

Q5: What are the implications of this study for educational practitioners?

A5: This study has important implications for educational practitioners, highlighting the need to create a more interactive and effective learning atmosphere. Teachers can use the findings of this study to develop more effective strategies for communicating with students, encouraging participation, and guiding students towards achieving learning objectives.

Q6: What are the limitations of this study?

A6: This study has several limitations, including the use of a small sample size and the focus on a specific context. Future studies can build on this research by investigating the role of technology in class discourse, examining the impact of cultural and linguistic diversity on class interaction, and developing a more comprehensive model of class discourse.

Q7: What are the future directions for research in this area?

A7: Future research in this area can explore the following directions:

Investigating the role of technology in class discourse and its impact on interpersonal utterances.
Examining the impact of cultural and linguistic diversity on class interaction and interpersonal utterances.
Developing a more comprehensive model of class discourse that incorporates multiple theoretical perspectives.
Investigating the relationship between interpersonal utterances and student outcomes, such as academic achievement and motivation.

Conclusion

Interpersonal utterances in class discourse are a complex and dynamic process that involves the interaction between teachers and students. Understanding the dynamics of class interaction can help educators and researchers develop more effective strategies for improving the quality of learning and creating a more effective and fun class environment. By addressing the frequently asked questions in this article, we hope to provide insights and explanations that can help educators and researchers better understand this critical aspect of teaching and learning.

References

Halliday, M. A. K. (1978). Language as social semiotic. London: Edward Arnold.
Halliday, M. A. K. (1985). An introduction to functional grammar. London: Edward Arnold.
Hasan, R. (1984). Coherence and cohesion in spoken and written discourse. London: Longman.
Martin, J. R. (1992). English text: System and structure. Amsterdam: John Benjamins.
Sinclair, J. M. (1987). Looking up: An account of the COBUILD project in lexical research. London: Collins.