Studying activities that take place in speech interactions: a theoretical and methodological framework

Abstract : The paper proposes a theoretical and methodological framework based on a pluralistic, concerted approach to the study of activities that take place in and through speech interactions. The framework has a general scope, applying to any collective activity taking form through language interactions. It contributes to a fuller understanding of the dynamics of activity and the emergence of the phenomena observed. The framework fits a constructivist and interactionist paradigm. It allows an approach to different dimensions of the activity: communicational, functional, discursive and interlocutory. The theories, models, concepts and methods chosen to address each of the dimensions are presented. From the study of a collaborative philosophical inquiry produced in the first year of a French primary school, we illustrate the use of the framework and show how it can be enriched according to the nature of the activity studied and researchers’ aims.
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Article dans une revue
International Journal of Qualitative Studies in Education, Taylor & Francis (Routledge), 2016, 29 (5), pp.686 - 713. 〈10.1080/09518398.2016.1145277〉
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https://hal.univ-lorraine.fr/hal-01587039
Contributeur : Interpsy Ul <>
Soumis le : mercredi 13 septembre 2017 - 15:36:03
Dernière modification le : jeudi 11 janvier 2018 - 06:23:44

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Valérie Saint-Dizier de Almeida, Jean-Marc Colletta, Emmanuèle Auriac-Slusarczyk, Antonietta Specogna, Jean-Pascal Simon, et al.. Studying activities that take place in speech interactions: a theoretical and methodological framework. International Journal of Qualitative Studies in Education, Taylor & Francis (Routledge), 2016, 29 (5), pp.686 - 713. 〈10.1080/09518398.2016.1145277〉. 〈hal-01587039〉

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