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The interactive work of prosody in the IRF exchange: Teacher repetition in feedback moves

Published online by Cambridge University Press:  24 December 2002

JOHN HELLERMANN
JOHN HELLERMANN
Affiliation:
Department of Speech Communication, Southern Illinois University-Carbondale, Carbondale, IL 62901-6605, jkheller@siu.edu
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Abstract

This article examines the interactive import of prosody from a perspective of participants' orientation to talk in interaction, taking advantage of data from institutional discourse to focus on the prosodic packaging of recurring turn sequences of the same discourse activity. The analysis focuses on the third slot of a ubiquitous three-part classroom discourse sequence, the IRF exchange (Sinclair & Coulthard 1975), a site in which teachers make repetitive feedback moves following student responses. Examination of more than 25 hours of classroom discourse and more than 300 third-turn teacher feedback types uncovered a systematic use of prosody for these teacher repetitions that coincides with a teacher's positive assessment of the student response. Further analysis shows that more complex prosodic packaging is used by teachers in their repetitive feedback turns to index other interactive functions.

Keywords

Prosodyrepetitionclassroom discourse
Type
Research Article
Information
Language in Society , Volume 32 , Issue 1 , January 2003 , pp. 79 - 104
Copyright
Cambridge University Press

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