L’interaction en classe, un “polylogue praxéologique”?
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Date
2000
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Wydawnictwo Naukowe UAM
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Interaction in Class. A “Phraseological Polylogue”
Abstract
This study focuses on classroom interaction during a geography lesson for 2nd year students in a French
Secondary School. It deals with two phenomena: (i) the multi-participant organisation of this interaction;
(ii) its task-oriented nature. In the turn, two issues are raised on the one hand, the role played in the
interaction by the context of work with its written and pictorial artefacts and^ on the other hand, the
various types of activities carried out by the teachers and the students. The teacher is the only one who
knows the ultimate aim of the communicative event which he has planned with precision beforehand in
a written form and which he effectuates through successive stages by presenting documents used to channel
the students’ participation. This leads to students’ participating in diverse tasks which are not only didactic
but furthermore (micro-)social.
The synchronisation between the teacher’s acts and those of the students is ensured through the (ethno-)
methods developed during their previous school experience and is specifically materialised, in a recurrent
way, into the form of ternary pedagogical exchanges.
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Citation
Studia Romanica Posnaniensia, 2000, vol. 25/26, pp. 41-53
ISBN
83-232-1270-8