ABSTRACT
This chapter explains personal experience in using a published classroom discourse framework to analyse classroom talk: Self-Evaluation of Teacher Talk (SETT) developed by Walsh. The classroom discourse framework provides a way to guide reflective practice and to undertake a critical inquiry into day-to-day pedagogy through audio-recorded examples of classroom interaction. The SETT framework "promotes an understanding of the relationship between pedagogic purpose and language use" in teacher-student interaction. From both sociocultural theory and cognitive theory perspectives, teachers may influence student learning through what they say in interaction and how they negotiate meaning, thereby prompting learners towards the co-construction of understanding. The pedagogic purpose in skills and systems mode is usually to encourage learners to produce accurate language forms with appropriate scaffolding by the teacher. The classroom context mode is the part of the lesson where learners are given opportunities for genuine conversation and all the interactional space they need with minimal input or repair from the teacher.
