sity study speaking Abstract: This study analyses speaking turns in the communicative process of universi-ty classes. Four pedagogical speeches were observed for fifty minutes and audio -recor-ded, and speaking turns were then categori-sed. Next, the information was interpreted applying the tenets of Discourse Analysis. The results derived from the corpus analysis show an interactive pattern without signi-ficant alterations: the lecturer explains and asks, the student listens and responds. The conclusions revolve around the characteris-tics of self-centered discourse and the need to transform academic environments through interactive, reflective and open higher -edu-cation discourse.