Driving instruction at high speed on a race circuit: Issues in action formation and sequence organization

Abstract

The paper deals with instructions in a specific instructional setting, in which a driver learns to drive on a race circuit, assisted by a coach helping him to improve his performance and speed. This setting opens up both original issues for the study of learning to drive a car and general issues concerning the praxeological, multimodal, and sequential analysis of instructions in an ethnomethodological and conversation analytic (EMCA) perspective. On the basis of a systematic analysis of the coach's instructions and the driver's responses, the paper reveals the situated methodic production and understanding of these instructions and their organization in sequences and series of sequences. Training to drive at high speed appears as a perspicuous setting for investigating the ecology and the indexicality of instructed action, its temporal features, and the way these feature affect sequentiality—in particular action formation and sequence organization.

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