The sequential and prosodic co-construction of a 'quiz game' activity in classroom talk

The sequence of turns at talk is examined in 'quiz game' activities from three class periods in a 9th grade physical science classroom. Findings show systematic uses of pitch level and contour in the triadic dialogue ('IRF' exchanges; Sinclair and Coulthard), which distinguish the 'quiz game' activities from other classroom pedagogical tasks. A second finding indicates that the action projection of the third part in this three-part sequence in 'quiz game' activities differs from the third slot in other instructional talk.