A Linguistic and textual analysis of classroom english interaction at Al-thadi University in Libya

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dc.contributor.advisorBanda, Felix
dc.contributor.authorEldokali, Elsanosi Mohamed
dc.contributor.otherDept. of Linguistics, Language and Communication
dc.contributor.otherFaculty of Arts
dc.date.accessioned2013-10-24T09:34:35Z
dc.date.accessioned2024-03-27T09:17:49Z
dc.date.available2009/10/20 09:21
dc.date.available2009/10/20
dc.date.available2013-10-24T09:34:35Z
dc.date.available2024-03-27T09:17:49Z
dc.date.issued2007
dc.descriptionPhilosophiae Doctor - PhDen_US
dc.description.abstractThis study uses an interdisciplinary approach in the analytical framework combining Systemic Functional Linguuistic theoty (SFL) (Martin 1992; Halliday 19994) and critical discourse analysis (CDA) (Wodak 7 meyer 2001; Fairclough 1989, 1993, 1995, 2001). Further, the study draws on christie's (1997, 2001, 2002, 2005) work on classroom discourse analysis, which in turn builds on Bernstein's (1990, 1996, 2000) model on pedagogic practice and interaction, to examine dominanceand power relationsin the classroom. The interdisciplinary approach enabled this study to evaluate Al-Thadi university students' English language competence, linguistically and textually.en_US
dc.description.countrySouth Africa
dc.identifier.urihttps://hdl.handle.net/10566/9976
dc.language.isoenen_US
dc.publisherUniversity of the Western Capeen_US
dc.rights.holderUniversity of the Western Capeen_US
dc.subjectEnglish languageen_US
dc.subjectStudy and teachingen_US
dc.subjectForeign speakersen_US
dc.subjectClassroom interactionen_US
dc.subjectLinguistic analysisen_US
dc.titleA Linguistic and textual analysis of classroom english interaction at Al-thadi University in Libyaen_US
dc.typeThesisen_US

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