The concept of classroom discourse has undergone various interpretations. Edmondson (1985) believed that the classroom discourse provides “co-existing discourse words” depending on whether the participants are engaged in the act of trying to learn or trying to communicate. Nunan (1993) viewed classroom discourse as the distinctive type of discourse that occurs in classroom. In his opinion, special features of discourse include unequal relationships, which are marked by unequal opportunities for teachers and pupils to nominate topics, take turn at speaking, etc.