The DOI matches its Crossref record; 32 of the 34 references it cites were found in a registry or an index.
What's the use of 'triadic dialogue'?: an investigation of teacher-student interaction
Abstract
The fact that the spoken texts of classroom interaction - particularly those involving the teacher with the whole class - are co-constructed relatively smoothly, despite the number of participants involved, suggests that they are organized in terms of standard strategies, embodied in typical forms of discourse that have evolved for responding to recurring types of rhetorical situation (Miller 1984; Kamberelis 1995). That is to say that, like written texts, they can be thought of as being constructed according to one of a set of educational genre specifications. One such rhetorical structure, the ubiquitous 'triadic dialogue' (Lemke 1990), also known as the IRE or IRF sequence (Mehan 1979; Sinclair and Coulthard 1975). It has attracted considerable attention in recent years, and has variously been seen as, on the one hand, essential for the co-construction of cultural knowledge (Heap 1985; Newman et al. 1989) and, on the other, as antithetical to the educational goal of encouraging students' intellectual-discursive initiative and creativity (Lemke 1990; Wood 1992). Drawing on episodes of teacher-whole-class interaction collected during a collaborative action research project, this paper will show, however, that the same basic IRF structure can take a variety of forms and be recruited by teachers for a wide variety of functions, depending on the goal of the activity that the discourse serves to mediate and, in particular, on the use that is made of the follow-up move.
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Citations
Cites
(1978) · Medical Entomology and Zoology · Cited by 53,488
DEWEY, J. M. (1986) · The Educational Forum · doi:10.1080/00131728609335764 · Cited by 13,872
A simplest systematics for the organization of turn-taking for conversation
Sacks, H., Schegloff, E. A., & Jefferson, G. (1974) · Language · doi:10.2307/412243 · Cited by 11,350
Speech Genres and Other Late Essays
Bakhtin, M. M. (1986) · University of Texas Press eBooks · doi:10.7560/720466 · Cited by 9,079
Talking science: language, learning, and values
Lemke, J. L. (1991) · Choice Reviews Online · doi:10.5860/choice.28-5211 · Cited by 4,001
Miller, C. R. (1984) · Quarterly Journal of Speech · doi:10.1080/00335638409383686 · Cited by 2,907
(1987) · Medical Entomology and Zoology · Cited by 2,399
The concept of activity in Soviet psychology
Kozulin, A. (2002) · Routledge eBooks · doi:10.4324/9780203434185-9 · Cited by 2,114
Book Reviews: Learning Lessons: Social Organization in the Classroom by Hugh Mehan
Hawkins, D. F., & Mehan, H. (1979) · Educational Evaluation and Policy Analysis · doi:10.2307/1164149 · Cited by 2,101
Towards an analysis of discourse : the English used by teachers and pupils
Sinclair, J. M., & Coulthard, R. M. (1975) · Oxford University Press eBooks · Cited by 1,954
Flagged first, then by citations
2 of the 34 references couldn’t be matched to a known paper.
Cited by
Sorted by citations
Cognitive and Sociocultural Perspectives: Two Parallel SLA Worlds?
Zuengler, J., & Miller, E. R. (2006) · TESOL Quarterly · doi:10.2307/40264510 · Cited by 445
“…taking sociocultural perspectives have examined classroom interactions or discourse patterns with an eye toward identifying those that best facilitate student participation (Gutierrez, Rymes, & Larsen, 1995; Nassaji & Wells, 2000; Nystrand, Gamoran, Zeiser, & Long, 2003; Tharp & Gallimore, 1991).”
BackgroundMaking semantic waves: A key to cumulative knowledge-building
Maton, K. (2013) · Linguistics and Education · doi:10.1016/j.linged.2012.11.005 · Cited by 457
Wells, G., & Arauz, R. M. (2006) · Journal of the Learning Sciences · doi:10.1207/s15327809jls1503_3 · Cited by 515
“In general, however, there was little systematic difference between science and arts topics (Nassaji & Wells, 2000).”
BackgroundMethodInfluentialThird turn position in teacher talk: Contingency and the work of teaching
Lee, Y.-A. (2007) · Journal of Pragmatics · doi:10.1016/j.pragma.2006.02.004 · Cited by 331
Kim, M., & Wilkinson, I. A. G. (2019) · Learning Culture and Social Interaction · doi:10.1016/j.lcsi.2019.02.003 · Cited by 314
Metadata
- Authors
- Nassaji, H.
- Corresponding author
- Nassaji, H
- ORCID
- Nassaji, H
- Venue
- Applied Linguistics
- Publisher
- Oxford University Press (OUP)
- Published
- 2000-09-01
- Volume
- 21
- Issue
- 3
- Pages
- 376-406
- ISSN
- 0142-6001 (ISSN-L)
- 1477-450X
- OpenAlex
- W2018159701
- Cited by
- 545
- References
- 34
- Citations by year
- 2026: 9 · 2025: 12 · 2024: 15 · 2023: 17 · 2022: 19 · 2021: 33 · 2020: 27 · 2019: 23 · 2018: 30 · 2017: 25 · 2016: 26 · 2015: 41 · 2014: 43 · 2013: 37 · 2012: 32
- FWCI
- 80.52
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Applied Linguistics (publishedVersion)
- HighWire Press Open Archive (submittedVersion)
- Funders
- Spencer Foundation
- Topics
- Social Sciences › Linguistics and Language › Discourse Analysis in Language Studies
- Social Sciences › Arts and Humanities › Language and Linguistics › Language, Discourse, Communication Strategies
- Social Sciences › Education › Linguistics and Education Research
- Keywords
- teacher-student relationship, classroom interaction, rhetorical structure, discourse structure
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
