ABSTRACT

This paper reports on a conversation analytic study into the pass-on turns that teachers produce to return the floor to the class following one student’s contribution, in the context of whole-class discussions around texts in 4^th grade history and geography lessons. These pass-on turns are remarkable, as the teachers take the turn in order to convey that they will not be responding, but are instead giving their students the opportunity to do so. Our bottom-up analyses allowed us to identify different practices and their projections, and revealed their effects on the ensuing responses. Whereas minimal pass-on practices do not alter the sequential implications of the preceding student turn and typically lead to responses to the student turn, more elaborate practices do slightly alter the sequential implications and mostly lead to responses to the pass-on turn itself, or to an earlier turn produced by the teacher. The analyses show that, although the pass-on turns seem to sustain the Teacher-Student-Teacher-Student participation pattern, this does not hinder the activity of having a whole-class discussion in which students discuss the topic at hand and critically consider and challenge the contributions of their classmates.

摘要

这与人交谈的分析研究进入通在转弯时，教师产生在地板上返回以下一个学生的贡献类，围绕文本全班讨论中的4纸报告^日年级历史和地理课程。这些转弯是很了不起的，因为老师转弯是为了传达他们不会做出回应，而是给学生机会。我们的自下而上的分析使我们能够确定不同的做法及其预测，并揭示它们对随后反应的影响。尽管最少的传递练习不会改变前一个学生回合的顺序影响，并且通常会导致对学生回合的反应，但是更精细的实践会稍微改变顺序的影响，并且大多会导致对传递回合本身的响应，或者转向老师早先制作的 分析表明，尽管转弯似乎可以维持师生师生的参与模式，