Abstract
This paper examines the rhythm and the management of classroom interaction as an important constituent of a teaching-learning process. Twenty-three lessons in 12 classes (four 2nd grades, four 3rd grades and four 4th grades) of state primary schools spread all over Italy were observed and video taped for a total of 15 hours. The descriptive analysis of the collected data revealed a transformation of children’s and class interactivity and a change in the use of turn-taking strategies (overlaps, interruptions and pauses)_from 2nd to 4th grade. Additionally, it showed that: (1) speaker after overlap changes according to the type of overlap; (2) teachers differ from children in their turn-interrupting strategies (teacher interrupts with supportive and silent turns, whereas children with failed or simple interruptions); (3) log-linear analysis revealed that the next speaker was correlated both with the first speaker and pause duration, but these correlations were independent between them. For a more accurate interpretation of the results various aspects characterizing educational and school interaction were taken into account.
Résumé
Cet article analyse le rythme et la gestion de l’interaction en classe comme un élément important du processus d’enseignement-apprentissage. Vingt-trois leçons en 12 classes (4 de deuxième de troisième et de quatrième degré, respectivement) appartenant à différentes écoles primaires italiennes ont été observées et enregistrées au vidéo pour un total de 15 heures. L’analyse descriptive des données recueillies et transcrites nous a montré une transformation des interactions entre les enfants et un changement dans les stratégies de prise-d+e-parole (superpositions, interruptions et pauses) en passant du 2ème au 4ème degré. En plus. elle montra que: (1) le parlant, après une superposition, change en fonctions du type de superposition; (2) les enseignants sont différents des enfants dans leur stratégies de prise de parole (l’enseignant interromps avec des tours de parole supportiez, ou silencieux, tandis que les enfants le font avec des interruptions simples ou faillites); (3) l’analyse, log-linéaire a révélé que le parlant qui suit est corrélé soit avec le premier parlant soit avec la durée de la pause, mais les deux corrélations sont indépendantes l’une de l’autre. Pour avoir une interprétation des résultats plus précise, d’autres aspects concernant l’interaction éducative ont été considérés.
Similar content being viewed by others
References
Anolli, L. (2002). Intenzione e comunicazione. In L. Anolli (Ed.),Psicologia della communicazione (pp. 179–206). Bologna: Il Mulino.
Bailey, T.M., Plunkett, K., & Scarpa, E. (1999). A cross-linguistic study in learning prosodic rhythms: Rules, constraints, and similarity.Language and Speech, 42(1), 1–38.
Bakeman, R., & Gnisci, A. (2005). Sequential observational methods. In M. Eid & E. Dieneer (Eds.).Handbook of multimethod measurement in psychology (pp. 127–140). Washington, DC: APA.
Bakeman, R., & Gottman, J.M. (1986).Observing interaction: An introduction to sequential analysis. New York: CUP.
Bakeman, R., & Quera, V. (1995).Analyzing interaction: Sequential analysis with SDIS and GSEQ New York: CUP.
Bakeman, R., & Robinson, B.R. (1994).Understanding log-linear analysis with ILOG: An interactive approach Hillsdale: Erlbaum.
Bazzanella, C. (1994).Le facce del parlare. Firenze: La Nuova Italia.
Beattie, G.W., & Butterworth, B.L. (1979). Contextual probability and word frequency as determinants of pauses and errors in spontaneous speech.Language and Speech, 22, 201–211.
Bortfeld, H., Leon, S.D., Bloom, J.E., Schober, M.F., & Brennan, S.E. (2001). Disfluency rates in conversation: Effects of age, relationship, topic, role, and gender.Language and Speech, 44(2), 123–147.
Brown, E.A. (1980). Grammatical incoherence. In H.W. Dechert & M. Raupach (Eds.),Temporal variables in speech. Studies in honour of Frieda Goldman-Eisler (pp. 27–37). The Haghe: Mouton Publishers.
Bruneau, T.J. (1973). Communicative silences: Forms and functions.Journal of Communication, 23, 17–46.
Cacioppo, M., & Maroni, B. (2004).I gesti e il turn-taking. Schemi di codifica nella ricerea osservativa. Roma: Edizioni Kappa.
Candela, A. (1999). Students’ power in classroom discourse.Linguistics and Education, 10(2), 139–163.
Clifton, J. (2004). The humanistic lesson: Student primacy in a world of meaningful interaction.Humanising Language Teaching, 3. Web site: www.hltmag.co.uk/sept04.sart.hym
Denny, R. (1985). Marking the interaction order: The social constitution of turn exchange and speaking turns.Language in Society, 14, 41–62.
Duez, D. (1982). Silent and non-silent pauses in three speech styles.Language and Speech, 25(1), 11–28.
Duncan, S. (1972). Some signals and rules for taking speaking turns in conversation.,Journal of Personality and Social Psychology, 23, 283–292.
Erickson, F. (1982). Classroom discourse as improvisation: Relationships between academic task structure and social participation structure in lessons. In L.C. Wilkinson (Ed.),Communicating in the classroom (pp. 153–181), New York: Academic Press.
Erickson, F. (1996). Going for the zone: The social and cognitive ecology of teacher-student interaction in classroom conversations. In D. Hicks (Ed.),Discourse, learning and schooling (pp. 29–62), Cambridge: CUP.
Fasulo, A., & Pontecorvo, C. (1999).Come si dice? Linguaggio e apprendimento in famiglia e a scuola, Roma: Carocci.
Ford, C.E., & Thompson, S.A. (1996). Interactional units in conversation: Syntactic, intonational, and pragmatic resources for the management of turns. In E. Ochs, E.A. Schegloff, & S.A. Thompson (Eds.),Interaction and grammar. Studies in interactional sociolinguistics 13 (pp. 134–184). Cambridge: CUP.
Giles, H., & Smith, P.M. (1979). Accomodation theory: Optimal levels of convergence. In H. Giles & R.N. St. Claire (Eds.),Language and social psychology (pp. 45–65). Oxford: Blackwell.
Gnisci, A., Bakeman, R. (2000).L’osservazione e l’analisi sequenziale dell’interazione. Milano: LED.
Goldman-Eisler, F. (1958). The predictability of words in context and the length of pause in speech.Language and Speech, 1, 226–231.
Goldman-Eisler, F. (1961). Hesitation and information in speech. In C. Cherry (Ed.),Information Theory (pp. 162–174). London: Butterworths.
Goldman-Eisler, F. (1967). Sequential temporal patterns and cognitive processes in speech.Language and Speech, 10, 122–132.
Goldman-Eisler, F. (1972). Pauses, clauses, sentences.Language and Speech, 15, 103–113.
Goodwin, C. (1981).Conversational organisation: Interaction between speakers and hearers. New York: Academic Press.
Gómez Alemany, I., & Mauri Majós, T. (2000). Strategies to regulate content development and interactivity in the classroom.European Journal of Psychology of Education, 2, 157–171.
Gurevitch, Z. (1998). The break of conversation.Journal for the Theory of Social Behaviour, 28(1), 25–40.
Hänni, R. (1980). What is planned during speech pauses? In H. Giles, W.P. Robinson, & P.M. Smith (Eds.),Language Social psychological perspectives (pp. 321–325). Oxford: Pergamon Press.
Jaffe, J., & Feldstein, S. (1970).Rhythms of dialogue. New York: Academic Press.
Jaworski, A. (1993).The power of silence: Social and pragmatic perspectives. Newbury Park, CA: Sage.
Jefferson, G. (1985). An exercise in the transcription and analysis of laughter. In T. van Dijk (Ed.),Handbook of discourse analysis (vol. 3, pp. 25–34). London: Academic Press.
Kendon, A. (1992). The negotiation of context in face-to-face interaction. In A. Duranti & C. Goodwin (Eds.),Rethinking context (pp. 323–334). Cambridge: CUP.
Kounin, J.S. (1970).Discipline and group management in classrooms. New York: Holt.
Kurzon, D. (1995). The right of silence: A socio-pragmatic model of interpretation.,Journal of Pragmatic, 23, 55–69.
Levinson, S.C. (1983).Pragmatics. Cambridge: CUP.
Maroni, B., Gnisci, A., & Pontecorvo, C. (2003). Il ruolo delle pause nell’interazione familiare a tavola con bambini di 3–4 anni.Giornale Italiano di Psicologia, 1, 129–155.
McHoul, A.W. (1978). The organization of turns at formal talk in the classroom.Language in Society, 7, 183–213.
Menghini, D., & Maroni, B. (1999). Socializzare al silenzio: La costruzione sociale del suo significato.Età evolutiva, 64, 102–115.
Okamoto, D.G., Rashotte, L.S., & Smith-Lovin, L. (2002). Measuring interruption: Syntactic and contextual methods of coding conversation.Social Psychology Quarterly, 65(1), 38–55.
Orletti, F. (2000).La conversazione diseguale. Roma: Carocci.
Oreström, B. (1983).Turn-taking in English conversation. Lund: Gleerup.
Orsolini, M., Pontecorvo, C., & Amoni, M. (1989). Discutere a scuola: Interazione sociale e attività cognitiva.Giornale Italiano di Psicologia, XVI(3), 479–511.
Pedone, R., & Gnisci, A. (2004).Entropy 2: Un programma per il calcolo della dispersione di variabili di risposta categoriali per la ricerca in psicologia.Giornale Italiano di Psicologia, 31(2), 403–410.
Pontecorvo, C. (Ed.). (1999).Manuale di psicologia dell’educazione. Bologna: Il Mulino.
Rochester, S.R. (1973). The significance of pauses in spontaneous speech.Journal of Psycholinguistic Research, 2, 51–81.
Rodari, G. (1971).Tante storie per giocare. Roma: Editori Riuniti.
Roger, D., Bull, P., & Smith, S. (1988). The development of comprehensive system for classifying interruptions.Journal of Language and Social Psychology, 7(1), 27–34.
Rowe, R. (1974). Pausing phenomena: Influence on the quality of instruction.Journal of Psycholinguistic Research, 3(3), 203–224.
Sacks, H. (1972).Lectures on conversation (vol. 2), Cambridge: Blackwell.
Sacks, H., Schegloff, E.A., & Jefferson, G. (1974). A simplest systematics for the organization of turn-taking in conversation on.Language, 50, 696–735.
Schegloff, E.A. (1987). Between Micro and Macro: Context and Other Connections. In J. Alexander et al. (Eds.),The micro-macro link (pp. 207–234). Berkeley, University of California Press.
Schegloff, E.A. (2000). Overlapping talk and the organization of turn-taking for conversation.Language in Society, 29, 1–63.
Scott, R.L. (1993). Dialectical tensions of speaking and silence.The Quarterly Journal of Speech, 79(1), 1–18.
Sinclair, J.M., & Coulthard, R.M. (1975).Towards an analysis of discourse: The English used by teachers and pupils London: Oxford University Press.
Skinner, C.H., Fletcher, P.A., & Henington, C. (1996). Increasing learning rates by increasing student response rates: A Summary of Research.School Psychology Quarterly, 11(4), 313–325.
Taylor, I. (1969). Content and structure in sentence production.Journal Verbal Learning and Verbal Behaviour, 8, 170–175.
Tobin, K.G. (1983). The effects of wait-time on classroom learning.European Journal of Science Education, 5, 35–48.
Ugazio, V., & Venini, L. (1978). La comunicazione alunno-insegnante. InEnciclopedia della scuola, 9, 120–150. Milano: ISEDI.
Wells, G. (1993). Reevaluating the IRF sequence: A proposal for the articulation of theories of activity and discourse for the analysis of teaching and learning in the classroom.Linguistics and Education, 5, 1–37.
Wiemann, J.M., & Knapp, M.L. (1999). Turn-taking in conversations. In L.K. Guerrero, J.A. DeVito, & M.L. Hecht (Eds.),The nonverbal communication reader. Classic and contemporary readings, II ed (pp. 406–414). Prospect Heights, IL: Waveland Press, Inc.
Wilson, T.P., & Zimmerman, D.H. (1986). The structure of silence between turns in two-party conversation.Discourse Processes, 9, 375–390.
Author information
Authors and Affiliations
Additional information
The study is part of a National research project, supported by the Italian Minister of Education, for the year 2002–2003. The financial support was given to Clotilde Pontecorvo. University of Rome “La Sapienza”.
Rights and permissions
About this article
Cite this article
Maroni, B., Gnisci, A. & Pontecorvo, C. Turn-taking in classroom interactions: Overlapping, interruptions and pauses in primary school. Eur J Psychol Educ 23, 59–76 (2008). https://doi.org/10.1007/BF03173140
Received:
Revised:
Issue Date:
DOI: https://doi.org/10.1007/BF03173140