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Abstract
Discussions in pedagogical chats are often triggered by questions, proposed either by the teacher or the students. In pedagogical exchanges via e-mails, it is unusual to find discussions originated by questions. Rather, the questions are more often interpreted as requests for information by the teacher/tutor. This paper comments on this peculiar trend found in our data and examines why apparentely similar questions which appear in both genres - pedagogic chats and e-mails - result in differentiated typological sequences.References
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