ABSTRACT

This paper provides a micro-analytical investigation into the action formation and ascription of interrogatives as reproaches and the interactional exigencies and functions that motivate this reproach design choice for classroom management. It is shown how the participants draw on an interplay of turn-design, epistemic territories and features of sequence organisation to produce these question-formatted reproaches. These can then be used to directly address forms of pupils’ conduct as unacceptable, encourage the adherence to behavioural norms, establish the condition for upcoming reproaches and highlight pupils’ failure to adhere to behavioural expectations.

中文翻译：

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课堂管理中的问题式责备

摘要

本文对疑问句作为责备的行为形成和归属，以及激发这种责备设计选择的互动需求和功能进行了微观分析研究。展示了参与者如何利用回合设计、认知领域和序列组织特征的相互作用来产生这些问题格式的责备。然后，这些可用于直接解决不可接受的学生行为形式，鼓励遵守行为规范，为即将发生的责备创造条件，并强调学生未能遵守行为期望。