Information exchange in classroom conversation: Negociation and extension of the focus |
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| Authors: | Margherita Orsolini |
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| Institution: | 1. University of Rome, Italy
2. Dipartimento di Psicologia dei Processi di Sviluppo e Socializzacione, Via degli Apuli 8, 00185, Roma
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| Abstract: | This research is concerned with clarifying whether teacher’s communicative strategies affect children’s conversational relevance in classroom discourse. 34 conversations between teacher and children in a nursery school in a Rome suburb of low social class, collected with a «quasi-experimental» methodology, have been audiotaped and analysed. 5961 turns at talk have been categorised in order to identify different levels of relevance of the teacher’s and children’s conversational contributions. Categories describe the links between the present turn and the focus or the topic of the preceding turn. Frequencies of turn categorization were elaborated by computing transitional probabilities. Results of sequential analysis show that the children most often extend or elaborate on the information introduced by the teacher when the teacher has just extended the topic of a child speaker. In the group observed in this research peer interaction can however take on a function similar to that of teacher-children interaction: high relevance to a preceding utterance somehow «activates» a subsequent highly relevant contribution by another child. |
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