wh-question. It is significant that the wh-question does not have the open format
‘what is it?’ (Schegloff et al, 1977). Moreover, Ciara employs a specific verb ‘say’
that supplies the teacher with a clue that the searched-for item is written down in her
exercise book. That C’s request is directed at the teacher, rather than a self-directed
question, is not indicated by gaze in line 2. Rather, participation of the teacher is
actioned by the accompanying hand gesture which positions her to take the turn and
assist in the search. T immediately supplies the name at the start of line 3, and then
seeks confirmation because, according to evidence earlier in the interaction, it was C
who had originally invented the character’s name and therefore arguably possessed
superior knowledge.
Extract 5 illustrates an altogether different phenomenon whereby Ciara supplies
herself with a phonological self-cue that triggers the teacher’s participation in
production of the searched-for item. In terms of the context, Ciara and her teacher are
discussing some pictures in an exercise book that have been selected by the child for
the purpose of joint discussion at school and at home. The current page contains
pictures of a selection of musical items, including a guitar, keyboard and CD player.
Extract 5: Phonological self-cue
x-----picture------------
1 T It’s a guitar isn’t it
x----picture-----------------------------------------------------------------------------------------------
2 C Guitar a CD player (.) to put CD (.) and a (2.0) uh:m (1.5) u uh::(1.0) kuh (.) kuh
3 T It begins with kuh doesn’t it ke::yboard isn’t it
x-picture---
4 C Keyboard
5 T Ke: :yboa:rd what do you do......
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