Effets du changement d'interlocuteur sur l'organisation de dialogues

Five-years-old children produced sucussively in interaction with a peer and an adult an injunctive dialogue and a dialogue recorded during a session of symbolic play. Data show that the different aims and roles of both parlners in each situation influence children's capacities to assume their corresponding roles, and to manage the organization of the dialogues. The injunctive dialogue is made of thematic sequences; in the symbolic play situation, the dialogue comprises different types of sequences: negociations (of participative frames, of the caracters of the story and of the themes), accounts in dialogue and dialogues between the caracters involved in the symbolic play. When two children interact, the dialogues are generally symmetrically co-constructed. However the adult facing the child tends to support him by organizing the dialogue thus helping him to better assume his role.