Déritualisation et normes interactionnelles. Entre stratégie pédagogique et revendication identitaire

The aim of this paper is to discuss teachers' and students' motivations in breaking turn-taking rules. Our study is based on a multimodal analysis of a corpus composed of filmed interactions led by the same teacher in two different instructional contexts (teaching of French as a first and as a second language) and of video-recordings of students confronted with extracts of lessons they participated in. The analysis shows how and when the teacher reacted to the students' disruption of interactional norms, but also how and why the students broke this conversational organization. The analysis of our data enables us to understand that the teacher's motivations are twofold: her reaction contributes to the progress of the lesson plan and allows her to protect the students' face. As for the students, the disrespect of the norms is consistent with a desire to construct their identity as individuals rather than as mere students.