Introduire les points soumis à discussion lors d'une réunion : une analyse conversationnelle longitudinale

Résumé

We recorded meetings of a group of educators and educator-researchers at a university of teacher education. The purpose of these meetings was to design a new lesson-planning tool to be used by students. The article focuses on the work of the meeting chair, in particular the practices he deploys to introduce points for discussion in two consecutive meetings. We identify practices such as indicating, naming and delimiting a point, encouraging the group to address the point, and suggesting and accounting for related subsidiary actions. This comparative longitudinal analysis shows that introducing a point requires fewer practices and that these practices take on simpler forms as the meeting progresses, and also between the two meetings. In the conclusion, we examine the relevance of these results for conversation analytic studies of work meetings and an optimized organization of these sessions.