This study investigates the structure of discourse children initiate by asking inquisitive questions. In total, 301 question sequences were analyzed, taking into account the discourse analysis procedure. Generally, the analysis concluded that although children were demonstrating their epistemic stance, they used different question structures than the adults. However, the teachers realized the pragmatic aspects of these questions and were able to support their epistemic domains. Finally, the study also identified how sequence closures differed from traditional classroom discourse.
ArendtB. (2019). Discourse acquisition in peer talk –the case of argumentation among kindergartners. Learning, Culture and Social Interaction, 23(2019), 1–21. https://doi.org/10.1016/j.lcsi.2019.100342
2.
BatemanA.ChurchA., (2017). Children’s Knowledge-In-interaction: An introduction. In BatemanA.AmeliaC. (Eds.), Children’s knowledge-in-interaction: Studies in conversation analysis (pp.1–11). Springer. https://doi.org/10.1007/978-981-10-1703-2_1
3.
BerkL. E. (2009).Child development.Pearson.
4.
BiddulphF.SymingtonD.OsborneR. (1986) The place of children's questions in primary science education. Research in Science & Technological Education, 4(1), 77–78. https://doi.org/10.1080/0263514860040108
5.
CarrD. (1998). The art of asking questions in the teaching of science.School Science Review, 79(289), 47–50.
6.
CazdenC. B. (2001). Classroom discourse: The language of teaching and learning. Heinemann.
ChinC.OsborneJ. (2008) Students' questions: A potential resource for teaching and learning science. Studies in Science Education, 44(1), 1–39. https://doi.org/10.1080/03057260701828101
FisherR. (1990). Teaching children to think.Simon and Shuster.
11.
GardnerR. (2004). On delaying the answer: Question sequences extended after the question. In GardnerR.WagnerJ. (Eds.), Second language conversations. pp. 246–266.
12.
GirolamettoL.WeitzmanE. (2002).Responsiveness of child care providers in interactions with toddlers and preschoolers. Language, Speech, and Hearing Services in Schools, 33(4), 268–281. https://doi.org/10.1044/0161-1461(2002/022)
13.
González-FuenteS.Escandell-VidalV.PrietoP. (2015).Gestural codas pave the way to the understanding of verbal irony. Journal of Pragmatics, 90(2), 26–47. https://doi.org/10.1016/j.pragma.2015.10.002
14.
GoodT. T.SlavinsR. L.HobsonH. K.EmersonH. (1987). Student passivity: A study of question asking in K-12 classrooms. Sociology of Education, 60(3), 181–199. https://doi.org/10.2307/2112275
15.
GopnikA. (2010). The philosophical baby.Harper Collins.
16.
GraesserA. C.PersonN. K. (1994).Question asking during tutoring.American Educational Research Journal, 31(1), 104–137. https://doi.org/10.3102/00028312031001104
HeritageJ. (1984).A change-of-state token and aspects of its sequential placement. In AtkinsonJ. M.HeritageJ. (Ed.), Structures of social action (pp. 299–345). Cambridge University Press.
19.
HeritageJ. (1997).Conversational analysis and institutional talk: Analyzing data. In SilvermanD. (Ed.), Qualitative research: Theory, method and practice. Sage Publications.
20.
HeritageJ. (2008).Conversation Analysis as social theory. In TurnerB (Ed.), The New Blackwell Companion to Social Theory, Blackwell.
21.
HeritageJ. (2012).Epistemics in action: Action formation and territories of knowledge. Research on Language and Social Interaction, 45(1), 1–29. https://doi.org/10.1080/08351813.2012.646684
22.
HeritageJ. (2013).Epistemics in conversation. In SidnellJ.StiversT. (Eds.), The handbook of conversation analysis (pp. 370–394). Wiley-Blackwell.
IngramJ. (2020). Epistemic management in mathematics classroom interactions: Student claims of not knowing or not understanding. The Journal of Mathematical Behavior, 58(5), 100754. https://doi.org/10.1016/j.jmathb.2019.100754
25.
JacknickC. M. (2011). “But this is writing”: Post-expansion in student-initiated sequences. Novitas-ROYAL (Research on Youth and Language), 5(1), 39–54
26.
JusticeL. M.WeberS. E.EzellH. K.BakemanR. (2002).A sequential analysis of children’s responsiveness to parental print references during shared book-reading interactions. American Journal of Speech-Language Pathology, 11(1), 30–40. https://doi.org/10.1044/1058-0360(2002/004)
27.
KääntäL. (2015), "The multimodal organisation of teacher-led classroom interaction", In (JenksC.J.PaulS, Eds.), International perspectives on ELT classroom interaction london (pp. 64–83). Palgrave Macmillan
28.
KämäräinenA.BjörnP.EronenL.KärnäE. (2019).Managing epistemic imbalances in peer interaction during mathematics lessons.Discourse Studies, 21(3), 280–299. https://doi.org/10.1177/1461445619829236
29.
KämäräinenA.EronenL.BjörnP. M.KärnäE. (2020).Initiation and decision-making of joint activities within peer interaction in student-centred mathematics lessons. Classroom Discourse, 12(1)1–20. https://doi.org/10.1080/19463014.2020.1744457
30.
KaukomaaT.PeräkyläA.RuusuvuoriJ. (2013). Turn-opening smiles: Facial expression constructing emotional transition in conversation. Journal of Pragmatics, 55(2013), 21–42. https://doi.org/10.1016/j.pragma.2013.05.006
KooleT. (2010).Displays of epistemic access: Student responses to teacher explanations. Research on Language and Social Interaction, 43(2), 183–209. https://doi.org/10.1080/08351811003737846
33.
KoshikI. (2010). Questions that convey information in teacher-student conferences.In. FreedA. F.EhrlichS. (Eds.), “Why do you ask?”The function of questions in institutional discourse (pp. 159–186). Oxford University Press.
LemkeJ. L. (1990). Talking science: Language, learning, and values. Ablexlessons
36.
MashburnA., J.PiantaR., C.HamreB. K.DownerJ. T.BarbarinO. A.BryantD.BurchinalMEarlyD. M.HowesC.(2008). Measures of classroom quality in prekindergarten and children’s development of academic, language, and social skills.Child Development, 79(3), 732–749. https://doi.org/10.1111/j.1467-8624.2008.01154.x
McGintyA. S.Breit-SmithA.FanX.JusticeL. M.KaderavekJ. N. (2011). Does intensity matter? Preschoolers’ print knowledge development within a classroom-based intervention.Early Childhood Research Quarterly, 26(3), 255–267. https://doi.org/10.1016/j.ecresq.2011.02.002
40.
McGregorK. K.ShengL.BallT. (2007).Complexities of expressive word learning over time.Language, Speech, and Hearing Services in Schools, 38(4), 353–364. https://doi.org/10.1044/0161-1461(2007/037)
41.
MehanH. (1979). Learning lessons: Social organization in the classroom. Harvard University Press.
42.
MelanderH. (2012). Transformations of knowledge within a peer group. Knowing and learning in interaction. Learning, Culture and Social Interaction, 1(3), 232–248. https://doi.org/10.1016/j.lcsi.2012.09.003
43.
MilliganK.AstingtonJ.W.DackL. A. (2007).Language and theory of mind: Meta-analysis of the relation between language ability and false-belief understanding. Child Development, 78(2), 622–646. https://doi.org/10.1111/j.1467-8624.2007.01018.x
44.
Ministry of National Education (2013). Pre-school education programme. MoNE Press.
45.
MiyakeN.NormanD. A. (1979).To ask a question, one must know enough to know what is not known. Journal of Verbal Learning and Verbal Behaviour, 18(3), 357–364. https://doi.org/10.1016/s0022-5371(79)90200-7
46.
MorekM. (2015). Show that you know – Explanations, interactional identities and epistemic stance-taking in family talk and peer talk. Linguistics and Education, 31(2015), 238–259. https://doi.org/10.1016/j.linged.2014.10.004
47.
MortimerE. F.ve ScottP. H. (2003).Meaning making in secondary science classrooms.Open University Press.
48.
O'ReillyM.LesterJ. (2019).Applied conversation analysis for counseling and psychotherapy researchers.CounsPsychother Research,19(2), 97–101. https://doi.org/10.1002/capr.12216
PomerantzA. (1984). Agreeing and disagreeing with assessments: some features of preferred/dispreferred turn shapes. In AtkinsonJ. M.HeritageJ. (Eds.), Structures of social action studies in conversation analysis (pp. 57–101). Cambridge University Press.
RaymondG. (2003).Grammar and social organization: Yes/no interrogatives and the structure of responding. American Sociological Review, 68(6), 939–967. https://doi.org/10.2307/1519752
53.
SacksH.SchegloffE. A.JeffersonG. (1974).A simplest systematics for the organization of turn-taking for conversation.Language, 50(4), 696–735. https://doi.org/10.1353/lan.1974.0010
54.
ScardamaliaM.BereiterC. (1992).Text-based and knowledge-based questioning by children.Cognition and Instruction, 9(3), 177–199. https://doi.org/10.1207/s1532690xci0903_1
55.
SchegloffE. A. (2007). Sequence organization in interaction: A primer in conversation analysis.Cambridge University Press.
56.
SertO. (2011). A micro-analytic investigation of claims of insufficient knowledge in EAL classrooms. Unpublished doctoral dissertation.Newcastle University
57.
SertO. (2013). ‘Epistemic status check’ as an interactional phenomenon in instructed learning settings. Journal of Pragmatics, 45(1), 13–28. https://doi.org/10.1016/j.pragma.2012.10.005
SertO.WalshS. (2013). The interactional management of claims of insufficient knowledge in English language classrooms.Language and Education, 27(6), 542–565. https://doi.org/10.1080/09500782.2012.739174
60.
SinclairJ. M.CoulthardR. M. (1975).Towards an analysis of discourse. Oxford University Press.
SmithA. (2014). Understanding children and childhood: A New Zealand perspective (5th Edition). Bridget Williams Books
63.
TaylerC. (2015) Learning in early childhood: Experiences, relationships and 'learning to be'.European Journal of Education, 50(2), 160–174. https://doi.org/10.1111/ejed.12117
64.
TEDMEM. (2021). 2020 education evaluation report. Turkish Education Association Press
TheobaldM. (2019).Scaffolding storytelling and participation with a bilingual child in a culturally and linguistically diverse preschool in Australia.Research on Children and Social Interaction, 3(1–2), 224–247. https://doi.org/10.1558/rcsi.37294
67.
VygotskyL. S. (1978). Mind in society .Harvard University.
