Il parlato docente nella classe di L1: Uno studio esplorativo delle strategie discorsive

This paper presents the preliminary findings of an exploratory study on interaction and classroom management strategies used by Italian L1 teachers. The research is situated at the intersection of two domains: teacher talk studies (Diadori et al., 2007; Bosc Minuz, 2012; Diadori, 2018; Monami, 2021) and conversation analysis (Heritage, 2006; Orletti, 2000). While teacher talk has been extensively investigated in L2 contexts—with numerous studies and corpora—research in L1 teaching remains limited (Ferrari, 2019). The study is based on the premise that teacher talk functions not only as a linguistic model for imitation, but also as a key facilitator of learning. Pragmatic aspects are central to teacher talk, which is often adapted for pedagogical purposes and tailored to the learners' needs (Monami, 2021). Research indicates that, across different contexts, teacher speech exhibits varying degrees of pragmatic features. This analysis focuses on two types of asymmetric interaction: explanations and task-related instructions. Specifically, it examines the use of epistemic modals, hedging devices, comprehension checks (e.g., Are there any problems?), motivational prompts (e.g., Come on!), and connective acts that anchor the discourse to past or upcoming phases of interaction (e.g., We've already seen that; As I told you).