Interpretation / 135
Table 5.4
Main Purpose of Conversational Sequences
No. of CS %
|
Control |
84 |
35.7 |
|
Exchange of Information |
140 |
59.6 |
|
Tutorial |
11 |
4.7 |
|
———————— |
— | |
|
Total |
235 |
100.0 |
5.2.2 Classroom Dialogue Texts
How do Conversational Sequences compare with Dialogue Texts on aspects
like participants, topic and purpose? In Dialogue Texts there is no
substantial difference in the distribution of talk between adults and
children, measured both in number of utterances and of turns, (43% and
46% respectively are children's). However, in most Dialogue Texts the
participants are several adults and several children, so that dyadic
interaction is less prominent. There is a slight difference in the average
number of children's utterances per turn, with adults tending to produce
longer turns than children.
As for topics, they are fairly similar, with DT being about meals,
hygiene, the family garden, the village shop etc. There is one text where
the father explains the movements of the sun and stars. Of course it is
impossible to replicate the variety of topics of home Interaction in such
a limited number of texts, and, quite rightly, other pedagogical consi-
derations suggested the inclusion of texts on hygiene and political
education. Children in the texts, however, do not appear as autonomous as
in the home conversations, and their role in the family does not seem to
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