Transactional vs Interactional Discourse

Transactionalvs InteractionalDiscourse

Transactional Discourse

Transactional discourse is used to propel something into action, such as advertising motivating a customer to buy, or showing a customer how to use a product via a manual. This type of discourse generally does not rely so much on literary devices.

The basic aim in this kind of discourse is to convey the message in such a way that it is clearly understood without any confusion. Whatever is said has no ambiguity – everything is clear for the reader. Usually, this type of discourse is in active voice. Examples include instructions, guidelines, manuals, privacy policies, and patient instructions as written by doctors.

Example of transactional discourse

An instruction manual for a washing machine is an example of transactional discourse:1. Put washing detergent in the drawer2. Push the power button to switch on the power3. Select the suitable automatic programme4. Select the suitable delay wash programme5. Close the top lid6. Finish washing

Small talk and conversation are examples of interactional talk, which refers to communication that primarily serves the purpose of social interaction.Small talk consists of short exchanges that usually begin with a greeting, move to back-and-forth exchanges on non-controversial topics, such as the weekend, the weather, ...

Interactional Discourse

Interactional language is the language we use to build and maintain relationships.Example Learners in a multi-lingual group chatting together before a class begins are using interactional language.

Interactional Discourse

Teachers can present elements of interactional language, and raise learners' awareness of interactional strategies by exposure to video and authentic conversation. Learners can learn to use paralinguistic features such as gestures, eye contact, and body language, and linguistic features used to maintain an interactional conversation including functions such as expressing interest and asking for clarification.

Interactional Discourse

Sinclair and Coulthard (1975) developed a model for analysing spoken language, which was developed from classroom discourse in general secondary classrooms. The language of the classroom differs from many forms of spoken discourse in that it is formally structured and controlled by one dominant party, i.e. the teacher.

Classroom Discourse

The three principal teaching exchanges described by Sinclair and Coulthard are informing, directing, and eliciting exchanges (1992, pg.26-27). Sinclair and Coulthard state that:“A typical exchange in the classroom consists of an initiation by the teacher, followed by a response from the pupil, followed by feedback, to the pupil’s response from the teacher…” (1992, pg.3).

Informing exchanges take place when the teacher needs to tell his/her students about new information, facts, or just simply say something to them. The opening move will therefore begin with an informative act and can but does not necessarily need to be followed by a reply by the students (Sinclair and Coulthard, 1992, pg.26).

Informing exchanges

A directing exchange is “…designed to get the pupils to do but not to say something” (Sinclair and Coulthard, 1992, pg.26). Therefore, the response from the students is the doing’ part, which will most likely but not always be a non-verbal response. Even though it is non-verbal, the students respond to the direction the teacher has given.

Directing exchanges

The most common exchange in the classroom is an eliciting exchange (Willis, 1992,pg.113). These exchanges begin with the teacher asking a question (usually one they already know the answer to). An answer is then given by the student, and finally a follow-up evaluation by the teacher. (Hellermann, 2003, pg.80).

Eliciting exchanges

Sinclair and Coulthard state that a clue must be attached to a head act and that its function is to provide further information to help the studentrespond (1992, pg.17). Teachers are the ones who control the classroom and students' behaviour in most cases. ... In addition to this, listening to students and giving attention to them is important in order to maintain the interest in classroom discourses (Hadfield 1992:158).

Non-verbal head act

Classroom discourse includes features, such as modes of interactions, teacher talk, and unequal power relations. Classroom discourse, according to Clark and Clark (2008), is an intricate sociocultural process that involves techniques of meaning construction in the development of students' social identities.

Non-verbal head act

Group work (part 2): Identify at least one example of interactional and transactional talk in the group work about Bill's lesson.What are the main teachers and students' moves in Bill's lesson?Individual activity (Classroom interaction): Write a 180-200 words explanation about the importance informing, directing, and eliciting exchanges in classroom discourse.Individual homework: Write a 200-250 words comparative essay explaining the implications of interactional and transactional discourse in EFL teaching.

Experiential learning

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