The organization of turns at formal talk in the classroom
The organization of turns at formal talk in the classroom
复制标题
课堂上正式谈话的轮流组织
作者：
A. Mchoul
从对正式情境可能包括的一些常识和专业概念的考虑开始，本文接着提出了一个问题：在正式和非正式言语交换系统的范例中，沿着线性阵列的极点，课堂谈话可以被放置在哪里？这个问题的答案部分体现在课堂上轮流上课的规则中，这些规则是对那些已经在文献中建立起来的规则的修改，用于自然对话。这些规则允许并要求建立正式的课堂环境，以便根据社会身份阶级“学生/教师”的成员身份，为谈话的各方提供不同的参与权。接下来的分析研究了在自然发生的课堂谈话的音频和视频记录（及其文本）中发现的一些应用和违反这些规则的行为，因为它们的有序性是这些规则的导向。有人认为，这些规则为研究人员和参与者对这种情况的“形式”的“感觉”提供了系统的基础，并且关于社会情况的“形式”或其他方面的决定可以基于在这种情况下组织谈话回合所涉及的预分配程度。（互动中的配置和距离、会话分析、轮询系统、课堂语言、教育社会学、英国英语和澳大利亚英语）。
Abstract Beginning with a consideration of some commonsense and professional conceptions of what a formal situation might comprise, this paper goes on to ask the question: where along a linear array which has its poles in exemplars of formal and informal speech-exchange systems, can classroom talk be placed? Its answer is given in part in the form of rules for the taking of turns in classrooms, these being modifications of those, already established in the literature, for natural conversation. These rules allow for and require that formal classroom situations be constructed so as to involve differential participation rights for parties to the talk depending on their membership of the social identity-class ‘student/teacher’. The analyses which follow examine some of the applications and violations of these rules found in audio and video recordings of naturally occurring classroom talk (and transcripts thereof) for their orderliness as orientations to these rules. It is argued that the rules provide a systematic basis for the ‘feelings’ of ‘formality’ that researchers and participants have of such situations and that a decision as to the ‘formality’ or otherwise of a social situation can be predicated on the degree of pre-allocation involved in the organization of turns at talk in the situation. (Configuration and distance in interaction, conversational analysis, turn-taking systems, classroom language, sociology of education; British and Australian English).