Measuring Mismatches in What EFL Teachers Say and What Their Students Hear

_{MA Thesis – University of Sussex (2017)}


This research explores a subtle but important question in language education: When teachers speak, do students always hear what’s intended?

Through mixed-methods research in communicative EFL classrooms, Tyko investigates how small differences between a teacher’s intended meaning and a student’s interpretation can create misunderstandings — and sometimes lead to complete communication breakdowns.

Using Sinclair & Coulthard’s Discourse Analysis model, combined with Speech Act Theory and Grice’s Conversational Maxims, Tyko analysed authentic classroom interactions, then asked both teachers and students to reflect on those moments through stimulated recalls.

The study revealed that even in monolingual English-medium classrooms, mismatches can arise in both the instructional and conversational layers of discourse. However, creating models which predict these miscommunicates neglect the importance of intralanguages which are formed within the classroom.

Key findings:

• Misunderstandings often begin with tiny “low-level” mismatches — a single word or phrase interpreted differently than intended.
  
  
• These mismatches may go unnoticed, turning into ongoing miscommunication.
  
  
• Teacher awareness of how students interpret feedback is essential — the “intended lesson” isn’t always the “received lesson.”
  
  
• Simple, targeted changes in interaction style can reduce misunderstanding and strengthen communicative flow.
  

Why it matters:

Language classrooms aren’t just about grammar and vocabulary — they’re dynamic social spaces where meaning is constantly negotiated. By understanding where communication slips, teachers can create richer, clearer, and more responsive learning environments.

Measuring Mismatches in What EFL Teachers Say and What Their Students Hear (.pdf)