This study examines the dynamics of turn-taking in teacher-student conversations in the classroom. Turn-taking refers to the process by which participants alternate in speaking during a conversation. The research aims to understand how turn-taking patterns influence communication and learning outcomes in educational settings. Through qualitative analysis of video recordings and transcriptions of classroom interactions, the study explores the different strategies employed by teachers and students in taking turns, the factors that influence turn-taking behavior, and the impact of turn-taking on student engagement and participation. The findings contribute to our understanding of the role of turn-taking in promoting effective communication and meaningful learning experiences in the classroom.

Turn-taking, teacher-student conversations, classroom interaction

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