The Organisation of Turn-Taking and Sequence in Language Classrooms

In Chapter 1 I introduced the principles of CA methodology in relation to ordinary conversation, whereas chapter 2 introduced an institutional discourse perspective. In this chapter I apply these principles and this perspective to the institutional setting of the L2 classroom and to the organisation of turn-taking and sequence in particular. The overall argument of this chapter is that there is a reflexive relationship between the pedagogical focus and the organisation of turn-taking and sequence. As the pedagogical focus varies, so the organisation of the interaction varies. It is strongly argued that the data demonstrate that it is not possible to conceive of a single speech-exchange system for L2 classroom interaction. As Markee suggests, “The category of classroom talk in fact subsumes a network of inter-related speech exchange systems, whose number, organizational characteristics and acquisitional functions are as yet little understood” (Markee, 2002, p. 11). A variable perspective which conceives of multiple sub-varieties, or L2 classroom contexts, each with its own basic pedagogical focus and corresponding organisation of turn-taking and sequence, is therefore necessary. In the L2 classroom, a particular pedagogical focus is reflexively related to a particular speech-exchange system. As the pedagogical focus varies, so the organisation of turn and sequence varies. An explanation for this phenomenon is sought in the rational design of institutional discourse, which is outlined in Chapter 5. As Sacks, Schegloff and Jefferson (1974, p. 696) put it, "turn-taking systems are characterizable as adapting to properties of the sorts of activities in which they operate." In this chapter we illustrate the main argument by reference to four different L2 classroom contexts; characterisations of other contexts may be found in Seedhouse (1996). I outline the organisation of turn-taking and sequence in form and accuracy contexts, meaning and fluency contexts, task-oriented contexts and procedural contexts, illustrating these with extracts from L2 lessons.