Building on previous work focusing on teachers’ questions in whole-class activities in an Italian primary school, this study focuses on pupils’ responses in interactions organised according to the ‘triadic dialogue’ format (Lemke 1990), also known as the Initiation-Response-Evaluation (Sinclair and Coulthard 1975; McHoul 1978; Mehan 1979). The results show that the second position is a place where pupils perform many different actions. Using Conversation Analysis, it is argued that pupils follow two main and conflicting principles, associated with the institutional nature of interactions: being first to answer and being respectful of the classroom turn-taking system. By examining the features of turn design and the overlapping onset of answers, an interactional account of answering as a social, public, and conjoined activity is provided.
Challenging the triadic dialogue format: Pupils’ interactional work in answering questions in whole-class interactions / Margutti, Piera. - 32:(2021), pp. 257-294. [10.1075/ds.32.07mar]
Challenging the triadic dialogue format: Pupils’ interactional work in answering questions in whole-class interactions
Piera Margutti
2021
Abstract
Building on previous work focusing on teachers’ questions in whole-class activities in an Italian primary school, this study focuses on pupils’ responses in interactions organised according to the ‘triadic dialogue’ format (Lemke 1990), also known as the Initiation-Response-Evaluation (Sinclair and Coulthard 1975; McHoul 1978; Mehan 1979). The results show that the second position is a place where pupils perform many different actions. Using Conversation Analysis, it is argued that pupils follow two main and conflicting principles, associated with the institutional nature of interactions: being first to answer and being respectful of the classroom turn-taking system. By examining the features of turn design and the overlapping onset of answers, an interactional account of answering as a social, public, and conjoined activity is provided.File | Dimensione | Formato | |
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