This is A1-1...


Classroom excerpts and 
Split~page analysis forms

Excerpt One:

Triadic interaction and motivation behavior types operationalized for analyses:

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          The Language Works ~ Literature ~ Stories

                                by Spencer Brockley



An Effective, Concise, and Organized Approach to English Language Learning ~ Phonics to Fluency in a Flash!

   Class: ____A1-1____  Time of Interaction (Video): ___53 seconds___ Form #___01____File____V3-2 (Module 3)____


Notes: The file used in this clip is an activity that presents simple present verbs with questions and answers that pertain to the cartoon pictures. The remaining excerpts (A1-2 ~ B2-3) will not include the chart below (triadic interaction and motivational types and their definitions)  Transcription, triadic interaction and notes on motivation behavior (Student: "A, B, C," etc... and Teacher "T")



                   Triadic Interaction

                  Motivation behaviors

01T: Okay. Nu-gu imnika? (Who is it?) (walking to the front of the room, inquiring which student has a turn)

02A:  Doo doo doo doot. (in a sing-song manner)

03T: You... (pointing to a character on the screen, a large man) O-ma (mother) (pointing to the other character, a thief)

04: (teacher and some students laugh)

05T: What do you... (pointing to character again) do... (pointing to student and to screen again) for your mom (pointing to thief)?









06A: (indecipherable word in Korean) (appears to be an expression of confusion)

07B: (indecipherable word in Korean and ¡°O-ma¡± which means mother) (student B points to student A and then to characters on the screen... it appears to be an attempt to explain the meaning of the question to student A)

08T: I... (elicitation to complete sentence)


09C: I volunteer. (student requests a turn)

10T: O.K. You volunteer?

11C: I open the door for my mom.


12T: Yes, but ¡®open the door ¡® is already used. Heseyo. (I did it) So another. (gestures with arms signaling student to try again)

13D: I volunteer. (wishes to take a turn)



14C: I open... I close (teacher points to the window) the door...


15D: Window...

16C: for my mom.


17D: Window, I-go (an exclamatory expression in Korean) (student D laughs and claps due to the fact that student C hasn¡¯t gotten the indicational cue from the teacher in 14C...¡¯teacher points to window¡¯)

18T: Oh, I close the door, the window (points to the window and the door incorrectly in jest)

19: (teacher and some students laugh)

20D: (indecipherable phrase in Korean)

01T: TCS: Code switching. T wants to know which student will be taking a turn.




03T ~ 05T: TCS: Nonlinguistic means (indexicality/pointing).


ROC: The images and text on the screen are an essential part of the meaning-making process. The students are expected to substitute themselves for the large, bald man ("What does he do for him/the thief?") with the image of their mother, in order to produce the open question, 'What do you do for your mom?' This is a process of substitution, presenting a closed question relating directly to an image and following up with an open question using a similar linguistic structure


06A/07B: LCS: Nonlinguistic means. B attempts to point out the meaning of the question to his teammate, A.






08T: TFS (PAS): Elicitation by pausing to allow for a learner response.





12T: TFS (PAS): Code switching ('Heseyo') is used to ensure the phrase, "already used" is understood by the learner. TCS: Nonlinguistic means to elicit answer.



14C: TCS: Nonlinguistic means. T points to the window as a nonverbal form of a hint.


15D: LFS (GAS) Learner D tries to give C the answer that T is eliciting.


17D: LFS (GAS) Learner D emphasizes her attempt to supply the noun, ¡°window¡±.



ROI: Learners are becoming more familiar with the movement from a closed to an open question sequence. Though they haven¡¯t mastered this process, they are showing a willingness to make attempts to answer the open question successfully.




02A: A sings out ¡°Doo doo doo doot¡± in an imitation of the English word ¡°do¡¯. Seen as 2) introjected regulation, seen by the researcher as an attempt to be funny.














06A: 0) amotivation if A¡¯s expression is one of confusion.

07B: 4) integrated regulation. Learner B attempts to explain the meaning of the question  to scaffold learner A.






09C ~ 11C: 2) introjected regulation. Learner C requests a turn and appears to want  to answer the question correctly.








14C/16C: 2) introjected regulation. Learner C appears to want to answer the question correctly.

15D: 4) introjected regulation. Learner D attempts to give Learner C assistance in producing an acceptable answer.

17D: 1) external regulation. Learner D reacts to learner C¡¯s missed cue from the teacher in 14C (¡¯teacher points to window¡¯).