Onderwijs als interactieprobleem
  • ISSN 0169-7420
  • E-ISSN: 2213-4883
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This article deals with the relationship between the concrete perceptible linguistic phenomena and their underlying schemata of speech action, illustrated by an analysis of this relationship in the educational institution, i.e. in a classroom.The concrete linguistic utterances are realisations of actions being specific "positions" within the schema. For the analysis of these schemata of speech action and the way they are put to use in communicative interaction, e.g. in classrooms, it is necessary to distinguish the discrete units that constitute the schema. These units are determined by the goal of the schema. As yet, the relationship between schemata of speech action and linguistic surface phenomena is not unequivocal. This is caused by the complex nature of communicative interaction. Schemata of speech action provide a potential for possible linear realizations. The analysis is illustrated with the help of empirical data taken from real communication in a classroom.An understanding of schemata of speech action allows teachers to better comprehend their own actions and those of their pupils.


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  • Article Type: Research Article
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