Discourse in the Language Classroom: A Qualitative Exploration of Speaking Competence in SLA Contexts
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Abstract
This study explores the development of speaking competence among university students within the framework of Second Language Acquisition (SLA) through the lens of discourse studies. Grounded in a qualitative research design, the study investigates how classroom discourse shapes and reflects learners’ speaking abilities in English as a second language. Using classroom observations, recorded speaking tasks, and semi-structured interviews, the research examines the interactional patterns, discourse features, and sociolinguistic dynamics that influence students’ spoken language performance. Participants consisted of undergraduate students enrolled in English language courses at a public university, selected through purposive sampling. Data were analyzed using discourse analysis to identify how learners construct meaning, manage turn-taking, use discourse markers, and negotiate fluency during classroom interactions. The findings reveal that speaking competence is not only a matter of linguistic accuracy but also a product of students’ engagement with classroom discourse, identity positioning, and interactional strategies. The study underscores the importance of discourse-based pedagogical approaches in SLA classrooms to foster more authentic and communicative speaking environments. Implications are offered for language teachers to incorporate discourse awareness in instructional practices and for curriculum designers to promote interactive speaking activities that mirror real-world communication.
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