The teacher initiates, the learner responds, the teacher gives feedback. This approach to the exchange of information in the classroom has been criticized as being more about the learner saying what the teacher wants to hear than really communicating.
The teacher asks a learner for rules about use of the present perfect, the learner gives an answer, and the teacher says whether that is correct or not.
In the classroom
Although this approach has been criticized, it can provide a useful framework for developing meaningful communication in a controlled form. For example, there is room for authentic input in an IRF dialogue such as:
- How many brothers have you got?
- Oh so you've got three brothers! That's a big family! Etc