TY - JOUR T1 - Critical Classroom Discourse Analysis of EFL Teachers and Students at the Department of English Language and Literature - Batna 2 University TT - Batna 2 Üniversitesi İngiliz Dili ve Edebiyatı Bölümü Öğretmen ve Öğrencilerinin Eleştirel Sınıf İçi Söylem Analizi AU - Tamersit, Hind AU - Mouas, Samia PY - 2025 DA - March Y2 - 2025 DO - 10.30622/tarr.1509484 JF - Turkish Academic Research Review JO - tarr PB - Mehmet ŞAHİN WT - DergiPark SN - 2602-2923 SP - 12 EP - 34 VL - 10 IS - 1 LA - en AB - This study sheds light on how English as a foreign language (EFL) teachers implement linguistic and paralinguistic features in the classroom. It also investigates students’ preferences and awareness related to the aforementioned characteristics. This investigation used a mixed-methods research approach, collecting data from teachers via observation grids and interviews, and from students via questionnaires. Fairclough’s approach to Critical Discourse Analysis (CDA) was employed to draw findings about the use of modality, personal pronouns (PPs), teacher talking time (TTT), and teachers’ body language (TBL). The study reveals that the teachers in the Department of English Language and Literature at the University of Batna 2 had varying approaches to using modal verbs and PPs. Additionally, they tended to establish a casual rapport with their students by dropping formality in their speeches on alternate occasions. Furthermore, they asserted their authority through their body language and the amount of time they spent speaking. Over 50% of students, accordingly, were aware of their teachers’ authority display in the classroom and generally preferred formal and polite communication. This emphasised that it is crucial to consider students’ viewpoints in this area of endeavour as education is not only about teachers and how they provide material, but also about students who reflect any teaching style, method, or technique. Additional investigation is required in the domain of classroom discourse as well as teachers’ use of linguistic and paralinguistic features and their relationship with power and authority to achieve more precise outcomes in the field of English as a foreign language. KW - Critical Discourse Analysis KW - Critical Classroom Discourse Analysis KW - Classroom Discourse KW - EFL KW - Language Teaching KW - Language Learning. N2 - Bu çalışma, İngilizceyi yabancı dil olarak (EFL) öğreten öğretmenlerin sınıfta dilsel ve dil ötesi özellikleri nasıl uyguladıklarını incelemekte ve ayrıca öğrencilerin bu özelliklere ilişkin farkındalıklarını ve tercihlerini araştırmaktadır. Araştırmada, öğretmenlerden gözlem formları ve görüşmeler, öğrencilerden ise anketler yoluyla veri toplanmıştır. Karma yöntemler yaklaşımı benimsenmiştir. Fairclough’un Eleştirel Söylem Analizi (CDA) yaklaşımı; kiplik, kişi zamirleri (PP’ler), öğretmen konuşma süresi (TTT) ve öğretmenlerin beden dili (TBL) kullanımını analiz etmek için kullanılmıştır. Araştırma, Batna 2 Üniversitesi İngiliz Dili ve Edebiyatı Bölümü’ndeki öğretmenlerin modal fiiller ve PP’leri kullanma konusunda farklı yaklaşımlar sergilediklerini ortaya koymaktadır. Ayrıca, öğretmenler, konuşmalarında resmiyet ve gayri resmi dili değiştirerek öğrencileriyle samimi bir ilişki kurmaya eğilimlidirler. Bunun yanı sıra, beden dilleri ve konuşmaya harcadıkları süre aracılığıyla otoritelerini ortaya koymaktadırlar. Öğrencilerin %50’den fazlası, öğretmenlerinin sınıftaki otorite gösterilerinin farkındadır ve genellikle daha resmi ve kibar bir iletişimi tercih etmektedir. 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Applied Psycholinguistics, 42(3), 703–737. https://doi.org/10.1017/S0142716421000023 UR - https://doi.org/10.30622/tarr.1509484 L1 - https://dergipark.org.tr/en/download/article-file/4040965 ER -