A Corpus-assisted Analysis of Transitivity Processes in selected English Language and Mathematics Classroom Discourses in Ibadan, Nigeria

Abstract

Understanding the dynamics of verbs in classroom settings is critical for enhancing teaching and learning outcomes.  Despite extensive research on transitivity in texts, little is known about how these processes operate in the dynamic environment of classroom discourse, particularly in English language and mathematics lessons in ESL contexts. This gap limits understanding of how linguistic choices influence teaching strategies and student learning outcomes. This study investigates transitivity processes employed in English language and mathematics classrooms within an ESL context. Drawing on Halliday’s (1994) framework, the study identifies six process types: material, mental, relational, behavioural, verbal, and existential. Data were collected from 20 secondary classroom sessions in Ibadan, Nigeria. These sessions were transcribed, analysed, and uploaded into the #LancsBox corpus analysis software. The resulting corpus contained 32,548 words (tokens). The analysis reveals that material processes were the most frequent (43.4% in mathematics, 40.4% in English), followed by relational, mental, verbal, behavioural, and existential processes. Verbal processes, essential for communication, are more prominent in English compared to mathematics. Behavioural processes, linked to actions tied to behaviour, are minimally featured in both subjects. Mental processes, reflecting cognitive activities, are integral to learning in both subjects. Existential processes are rarely observed, while relational processes, highlighting connections between concepts, are significant in both mathematics and English. These findings contribute to educational practice by providing actionable insights into how teachers structure classroom discourse to facilitate hands-on learning, cognitive engagement, communication, and conceptual understanding. The study highlights specific linguistic features that can inform instructional strategies, curriculum development, and teacher training in ESL classrooms.