This article explores pupils' responses to addressed questions in two third-year primary school classes, organized as plenary interaction and based on the next-speaker selection. In this context, unaddressed pupils often produce responses of various kinds spontaneously, showing that the next-speaker selection per se does not exclude unaddressed pupils from participating. Analysis of the design and position of these responses show their orderly nature as mainly depending on the following dimensions: the position of the address term in the question and who has primary access to answers. Pupils' responses display a high level of awareness of the next-speaker selection rule operating in this setting, and more globally, of the turn-taking system. This competence enables pupils to understand and navigate the other-selection rule, often gaining their right to speakership. In line with prior studies on multiparty interactions, the article shows that teachers' questions pose multiple constraints on responses.

The multiple constraints of addressed questions in whole-class interaction: Responses from unaddressed pupils / Margutti, P. - In: DISCOURSE STUDIES. - ISSN 1461-4456. - (2022), pp. 1-28. [10.1177/14614456221099177]

The multiple constraints of addressed questions in whole-class interaction: Responses from unaddressed pupils

Margutti, P
2022

Abstract

This article explores pupils' responses to addressed questions in two third-year primary school classes, organized as plenary interaction and based on the next-speaker selection. In this context, unaddressed pupils often produce responses of various kinds spontaneously, showing that the next-speaker selection per se does not exclude unaddressed pupils from participating. Analysis of the design and position of these responses show their orderly nature as mainly depending on the following dimensions: the position of the address term in the question and who has primary access to answers. Pupils' responses display a high level of awareness of the next-speaker selection rule operating in this setting, and more globally, of the turn-taking system. This competence enables pupils to understand and navigate the other-selection rule, often gaining their right to speakership. In line with prior studies on multiparty interactions, the article shows that teachers' questions pose multiple constraints on responses.
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The multiple constraints of addressed questions in whole-class interaction: Responses from unaddressed pupils / Margutti, P. - In: DISCOURSE STUDIES. - ISSN 1461-4456. - (2022), pp. 1-28. [10.1177/14614456221099177]
Margutti, P
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/11380/1284466
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