The present paper examines dialogic interaction in educational contexts by problematising the role of authentic questions advocated by proponents of dialogic pedagogy. We begin by reviewing research on questions in teacher-fronted discourse, while critically assessing the types of knowledge these questions target and their potential to result in dialogic interaction. We then move to the context of academic writing tutorials, which differ significantly with respect to the knowledge the participants bring to the conversation, and where authentic questions have received relatively little attention. We analyse tutor questions and their sequential unfolding in tutorials where the tutors have the relevant subject-specific knowledge and where they do not – and where authentic questions prevail. The framework of epistemics, as developed in conversation analysis, allows us to establish the extent to which these questions result in the co-construction of new understandings of the assignment topic.

本文通过质疑对话教育学支持者所倡导的真实问题的作用来研究教育背景下的对话互动。我们首先回顾对教师主导的话语中的问题的研究，同时批判性地评估这些问题针对的知识类型及其导致对话互动的潜力。然后我们转向学术写作教程的背景，这些教程在参与者为对话带来的知识方面存在显着差异，并且真实的问题受到的关注相对较少。我们分析导师的问题及其在教程中的顺序展开，其中导师拥有相关的特定学科知识，而他们则没有——以及真实的问题占主导地位。在对话分析中发展起来的认识论框架使我们能够确定这些问题在多大程度上导致对作业主题的新理解的共同构建。