Utterance Function Analyses in English Reading Classes in a High School

Abstract

This study examines utterance functions of teachers and students in English reading classes in a high school and captures their characteristics. Comparative analysis with Kaneda’s (1984) CARES-EFL, which examined the quantity of teachers’ and students’ utterance function, were taken place in three classes taught the same text, obtained the following five main results: (a) a ratio of teacher’s utterances was more than 80%, (b) teachers’ utterances tended to continue and students’ utterances were by a sentence, (c) different patterns of interaction were shown, (d) distinctive distribution ratio of teachers’ utterance were demonstrated, and (e) selective and restrictive responses were stood out in students’ utterances. These findings show that the individual features of classes were created by interaction between teachers and students and this study can give teachers some concreate indicators to reflect their own practices.