26 Advances in spoken discourse analysis
check respectively. The structure of each of these exchanges will now be
exemplified.
Each exchange type is given a number and a functional label and the
characteristic structure is noted. The structure is expressed in terms of Initiation
(I), Response (R) and Feedback (F); moves are coded across the page with
three main columns for Opening, Answering and Follow-up, while the narrow
columns give the move structure in terms of acts. A single line across the
page signifies an exchange boundary, so one reads down the first column
until the boundary line, then down the second column and then down the
third. Each act begins on a separate line.
I Teacher inform
This exchange is used when the teacher is passing on facts, opinions, ideas,
new information to the pupil. Pupils may, but usually do not, make a verbal
response to the teacher’s initiation. Thus the structure is I(R); there is no
feedback.
II Teacher direct
This category covers all exchanges designed to get the pupil to do but not
to say something. Because of the nature of the classroom the response is a
compulsory element of structure. This is not to suggest that children always
do what they are told to do, but it does imply that the teacher has a right
to expect the pupil to do so. Just as anyone can produce an ungrammatical
sentence when he feels like it, so a pupil can break the rules of discourse.
Feedback is not an essential element of this structure although it frequently
occurs. The structure is IR(F).
III Teacher elicit
This category includes all exchanges designed to obtain verbal contributions
from pupils. Very frequently a teacher will use a series of elicit exchanges