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.

本文探讨了学生对两个三年级小学课程中已解决问题的回答，这些课程被组织为全体互动并基于下一位演讲者的选择。在这种情况下，未解决的学生通常会自发地产生各种反应，这表明下一位演讲者的选择本身并没有排除未解决的学生参与。对这些回答的设计和位置的分析表明，它们的有序性主要取决于以下维度：称谓词在问题中的位置以及谁可以主要获得答案。学生的反应显示出对在此设置中运行的下一位发言者选择规则的高度认识，更广泛地，对轮流系统的认识。这种能力使学生能够理解和驾驭其他选择规则，经常获得发言权。与先前关于多方互动的研究一致，本文表明教师的问题对回答造成了多重限制。