Toegepaste taalwetenschap in discussie
  • ISSN 0169-7420
  • E-ISSN: 2213-4883
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In publications on language acquisition in formal and informal settings it is often assumed that utterances are addressed to one co-present other: the dyadic metaphor for communication which has 'conversation' as its paradigmatic format. Hymes (1972), Ochs (1983), and especially Goffman (1981) - among others - have emphasized that more complex participant roles are involved. In this paper structural features of the production of teacher and learner turns will be investigated. The data derive from a first English lesson, an 'action research' project and a longitudinal school diary co-authored by two teenage girls in the Netherlands. Their insider view of what happens in (language) classes corroborates the view that descriptive models of classroom talk underanalyze the notion of what are 'the' data that need to be accounted for. A more sophisticated tool is needed. It is suggested that Polanyi and Scha's Dynamic Discourse Model (Polanyi, 1988) - with modifications - could provide such a tool.


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  • Article Type: Research Article
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