Chapter 7
Challenging the triadic dialogue format
Pupils’ interactional work in answering questions in whole-class interactions
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.
Article outline
- 1.Introduction
- 2.Background literature on pupils’ answering practices
- 3.Data and method
- 4.The organisation of answering in teacher-led whole-class activities
- 4.1Bids to answer or self-selection in response to addressed questions
- 4.2Bids to answer or self-selection in response to unaddressed questions
- 4.3Being the first to answer: When pupils self-select
- 5.Conclusions
-
Notes
-
References
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Cited by
Cited by 1 other publications
Margutti, Piera
2022.
The multiple constraints of addressed questions in whole-class interaction: Responses from unaddressed pupils.
Discourse Studies 24:5
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