Characteristics of children's talk at the computer and its relationship to the computer software

Abstract

Abstract This research is aimed at describing the spoken language which occurs when primary school children work in groups at the computer. The talk which occurs when children use constrasting types of software is examined. For example, that which accompanies highly structured programs such as Adventure Games is compared to that accompanying more ‘open‐ended’ software such as an art package, Paintspa or a story writing package, Mystery Island. Findings suggest that discourse accompanying highly structured programs conforms well to the IRF structure (Sinclair & Coulthard, 1975), with the computer often taking the initiating role. The more open‐ended software, on the other hand, was accompanied by more varied and wider ranging talk which did not fit the traditional IRF model, and in which pupils rather than computer took the initiating role. Reasons for these differences are discussed and the implications for children's language and learning considered.