ERIC Number: ED213488
Record Type: RIE
Publication Date: 1981-Apr
Reference Count: 0
Conversational Control in a Kindergarten Story-Telling Session.
With particular attention to the use of questions and the maintenance of topics, the classroom discussion of kindergarten children and their teacher during a storybook lesson was analyzed to determine how conversational control is maintained and what rules of conversation might apply in the classroom. A transcript for discourse analysis was obtained by recording on tape 19 minutes of a group reading session that included frequent interruptions resulting in brief discussions. Several analyses were performed on the questions of both the teacher and the children as well as on the topics raised by each. These analyses included marking utterance and topic boundaries, categorizing questions and topics in terms of type and function, and determining the interaction between question type and function. Further analyses were performed to consider how children and teachers might initiate topics through questions. Results reveal differences between discourse in a group learning situation and in normal everyday conversation. The conclusion drawn is that certain rules of conversation do not apply in the classroom, particularly with regard to the teacher's questions and remarks. Notation used for the transcription and data from the analysis of topical structure are appended. (Author/RH)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers: Canada; Conversation; Discourse Organization; Indirect Speech; Rule Application
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Los Angeles, CA, April 13-17, 1981).