Excerpt Two:

Triadic interaction and motivation behavior types operationalized for analyses:

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This is A1-2...


Classroom excerpts and 
Split~page analysis forms



          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: ____A1-2____  Time of Interaction (Video): ___1 minute 7 seconds___ Form #___02____ 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.


Transcription, triadic interaction and notes on motivation behavior (Student: "A, B, C," etc... and Teacher "T")


                   Triadic Interaction

                  Motivation behaviors








01T: Number, (pulling a number card from the stack) here we go, four: one, two, three, four (counting the students in order and pointing to the turn-taking student)

02A: It

03B: It

04B: It

05A/B: It

06B: It sits...

07A: on her

08B: on her...

09A: her

10B: hat.

11T: (teacher has been indexing the screen to elicit the correct closed answer)

12D/E: (indecipherable chatter in Korean—students appear to be talking about the slide... they continue talking for about 5 seconds)



13T: Did you say... "yes-s" or "no-s"? "No s"? (T is referring to previous lesson content in which "yes-s" and "no-s" refer to verb structure in the simple present tense, e.g., "It sits." singular vs. "They sit." plural)

14B: Yes s.

15T: Yes s? Why?

16B: It...

17T: That's right.


18B: It sits, it sits on her hat (with assistance from student A).


19T: That's right.

20Computer: "It sits on her hat." (T pushes forward on keyboard, the slide changes, and the answer—audio and text—manifest)

21All learners: indecipherable Korean chatter (which is common)...

22T: Number 2... (T chooses another card to signal turn-taking) Um... Ah... (T is thinking of an open-style question to pose for the students) Where do you sit... Where, hangul-lo mo-hamnika? (translates as "Where- How do you say that in Korean?")

23A: Odi. (means "where" as a question word in Korean)

24E: Odi. (means "where" as a question word in Korean)

25T: Where do you sit at home? (pointing directly to student A)

26A: (translates the question into Korean accurately) I sit...on my chair...

27D/E: (more chatter)

27T At home?

28A: At home.

29T: Very good (T claps once)

ROC: The excerpt opens with audio, text, and image from the online file: "What does it sit on?" In this image, a girl is attempting to pull her hat out from under her large, heavy dog, as she wishes to go out with her friend, who is waiting in the doorway.








04B ~ 11T: TCS: Nonlinguistic means. T points to the screen to indicate the answer he is attempting to elicit.


ROI: There is triadic interaction between learners, teacher, and screen. It is possible that this interaction assisted the learners in providing a correct response.


12D/E: LCS: Code switching. The students are talking about the slide contents in Korean.





13T: TFS (PAS): The meta-linguistic cue is given to allow an unbroken learner response and to clarify the structure of simple present verbs (i.e., the plural and singular forms).



15T: TFS (PAS): Elicitation for meta-linguistic knowledge. T wants to confirm that learner B knows simple present verb structure (plural vs. singular).


ROI: A correct answer to the closed question is given.



ROC: The audio and text confirm the correct answer.



22T: TCS: Literal translation. T is confirming that learners know the meaning of  the question word, "Where...".




23A/24E/26A: LCS: Literal translation.  Learners A and E are participating in the translation of "Where".


ROI: The learner successfully answers the open question ("Where do you sit at home?") and the closed-to-open question sequence is accomplished. Teacher's nonlinguistic means (using the computer screen image) and meta-linguistic cues and the learner's code switching have contributed to the results.












02A ~ 10B: introjected regulation. Learners A and B are attempting to answer the closed question correctly.









12D/E: There is some ambiguity. If learners D and E were discussing the slide in the context of the lesson, we could suggest a form of 4) integrated regulation. On the other hand, if they were chatting off topic, 0) amotivation would be a proper analysis.











18B: 2) introjected regulation. Learner B presents the response to the closed question, "What does it sit on?".  Also, learner A  attempts to answer the closed question together with learner B as 2) introjected regulation.


21All learners: There is some ambiguity (as in 12D/E above). 4) integrated regulation if learners are focused on lesson content and 0) amotivation if the chatting were off topic.











26A: 2) introjected regulation. Learner A forms a correct answer to the open question, "Where do you sit at home?".