168 Advances in spoken discourse analysis
response; Constantine certainly did not need telling that his wife did not
like washing up.
Notice that their exchange on the Inner Independent is a two-part exchange,
(I R), although in real life one would have expected Constantine to make
some sort of Follow-up move, perhaps just an ‘Oh!’. The fact that he doesn’t,
underlines even more strongly the lack of real propositional content; they
are producing the correct sentence forms, not actually exchanging information,
so there is nothing to provoke an ‘Oh!’.
With a DVX, in fact, it is expected that the teacher will regain control
after the students have responded by holding their brief interaction on the
Inner. It is typical that only the teacher has the right to the final Follow-
up move which judges the success or otherwise of the exchange, not the
student.
Exchange (46) is a good example of a student-initiated Inform type exchange,
on the Outer. Here is Virginia making conversation, reacting to the topic of
washing the dishes. She is not just repeating patterns of words directed by
the teacher, on the Inner. She really means what she says and wants to share
her ideas with the rest of the class. She goes on:
Notice how here we have a student Follow-up move; once the discourse has
moved onto the Outer with a student initiation, the rules have changed.
Whereas any type of DVX requires Teacher evaluation, to judge the correctness
of the form produced on the Inner, here, in a Student Inform exchange, on
the Outer, there is a naturally occurring Follow-up move which reacts to the
propositional content of the Informing move. Mohavi is quite obviously
surprised to learn that husbands in England wash up.
And the discussion continues, the teacher using every opportunity she
can to get the students to use verbs with ‘-ing’ forms, for example drilling
Example 3