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This paper explores the design of a cognitive speech act taxonomy for teaching and learning. The taxonomy and the theoretical framework that I present here are about teaching and learning in a general sense. Other than for existing speech act taxonomies in this domain, the aim of the taxonomy proposed here is to represent and structure the cognitive processes involved in learning and link these processes to the language used in the teaching and learning interaction. Learning is thereby defined in terms of conceptual change (Thagard, 1992). The cognitive processes relevant for learning are describable in terms of what I call thinking patterns. Thinking patterns combine epistemic cognitive strategies, which I call enablers, with specific types of conceptual change. These strategies are derived from Aristotelian (1992) aitiae forming a heuristic structure to make sense of the world. Based on Weigand’s (2010) Theory of Dialogic Action Games, I discuss the explorative action game as a possibility to implement this communicative framework in the teacher-learner interaction. I hold that learners can be guided to learning via so-called explorative speech acts that instantiate specific thinking patterns. These speech acts aim at what I call discovery speech acts as a response. Discovery is thereby framed in terms of a particular type of conceptual change evoked by a particular thinking pattern.

Designing a Cognitive Speech Act Taxonomy for Dialogic Teaching and Learning: Explorative Action Games for Conceptual Change Learning