Understanding the Teacher-students’ Presuppositions in the Classroom Interaction

The aim of this study is to examine the presuppositions that occur between teachers and students during classroom interactions. employed a qualitative descriptive approach describe students’ interactions in how can be understood well their data were collected through recording method Descriptive analysis was used categorize interpret data, lead identification five types presuppositions: existential, factive, lexical, structural, non-factive presupposition. found each utterance contained various forms indicated presuppositions, type not exclusively by specific word-form. Therefore, categorizing presupposition requires consideration contexts speaker's discussion, rather than solely looking at phrase used.