ANALYZING FOREIGN-LANGUAGE LESSON DISCOURSE

In this paper I claim that Classroom Research cannot establish itself as a discipline, if it does not relate at least to the fields of Second Language Acquisition Studies, Discourse Analysis, Syllabus Design, and Methodology. To support my claim I present a very brief account of my study of English Lesson Discourses recorded in Tunisian secondary schools (Abdesslem, 1987). In this study I adopt the notion of frame; I adopt Bialystock's (1985) degrees of knowledge analysis and levels of control; and I draw on Littlewood's (1981) and Di Pietro's (1981) ideas concerning syllabus design and methodology.