© COPYRIGHT The Language Works and its licensors 2006 ~ 2017. All rights reserved.

Main
Page

This is A1-3...

 

Classroom excerpts and 
Split~page analysis forms

previous

next

Excerpt Three:

Triadic interaction and motivation behavior types operationalized for analyses:

      The Language Works ~ Have fun in your life

    Though it be long or short ~ Make the best of it

 

 

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

 

  Class: ____A1-3____  Time of Interaction (Video): ___59 seconds___ Form #___03____ 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 simple present tense is used as the focus of the lesson.

 

 

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

                  Transcription

                   Triadic Interaction

                  Motivation behaviors

01:  ¡°What do they stand near?¡± (T clicks the audio track in the program) (There is a picture of a couple at a zoo standing near a gorilla)

02T: Number eleven. (using numbered cards for turn-taking)

03A: I stand near the gorilla. (teacher looks surprised and laughter rings out)

04B: Uh. I...? (questioning learner A¡¯s response).

 

 

 

05A: They stand near the gorilla! (student realizes the error of using ¡®I¡¯ versus ¡®They¡¯)

 

06T: You? (adresses learner A, pointing to the girl on the screen standing near a gorilla)

07C: I volunteer! (from boys team... hoping to get a chance to answer the question for points)

08B: I volunteer. (following suit with teammate)

 

 

 

 

 

 

09T: Rock, scissors, paper...Rock, scissors, paper... (a rule used when the student first answers incorrectly but then gives a correct response. The student must ¡®win¡¯ rock, scissors, paper to achieve points. In this case, the student loses, so the other team (boys) have a turn. teacher points to the turn-taker.)

10B: I stand near the gorilla. (Student B wishes to enhance the amusement by repeating the same error as the girl in 3A.

11C: (indecipherable Korean phrase)

12T: (presses keyboard arrow to advance to the next slide) ¡°They stand near the gorilla.¡±

 

 

 

13T: I stand near the gorilla. Gorilla cho-hab-nika? (Do you like the gorilla?)

 

 

14T: (laughter) Do you like gorillas?

15A: Yes...

 

16D: Teacher. Hwa-jang-shil. (restroom) (raises arm to request to use the restroom)

17T: O.K. Go ahead.

18B: Teacher water! (student is clever in asking to leave the class for a drink of water)

19T: No... (teacher doesn¡¯t think the student is in dire need of a drink)

20E: Sugar... (Student expresses an idea from an earlier ¡®joke¡¯ that candy makes one thirsty)

21T: Sal-tang (sugar) huh? (affirms the students assumption)

01: ROC: Audio track in the program activates attention to image, audio and text.

 

02T: TCS: Nonlinguistic means. T uses numbered cards to announce a learner¡¯s turn.

03A: TCS: Nonlinguistic means.  T uses facial expression (surprise) to indicate something is funny about learner A¡¯s response. Also TFS (PAS) Clarification request. T¡¯s expression could be translated as ¡°Pardon me?¡±.

 

05T ~ 10B: TCS: Nonlinguistic means (pointing to screen to make the connection between the cartoon character and learner

06T: Learner B attempts to keep the funny business going. by restating the incorrect utterance (¡°I stand near the gorilla¡±).

ROC: A visual connection exists (the girl on the screen) to meaning-making at hand.

 

 

 

 

ROI: Attention to sentence initial pronouns and humor as a vehicle of ¡®language play¡¯ is evident. The teacher realizes this and accepts the response to maintain the rhythm of the lesson. Student B has often employed 'clever' language play of this type in previous lessons.

 

 

 

 

 

 

 

 

 

 

 

 

 

13T: TCS: Uses Korean (Do you like the gorilla?) to take the communication further along the lines of play.

 

14T: TFS (PAS): Elicitation. Here eliciting humor more so than a correct response.

 

16D ~ 19T:  LFS (PF): Learner B rephrases learner D¡¯s utterance (16D) in terms of a request for a water break. The conversational move affirms B¡¯s ability to play with the language in context (see 10B above).

 

ROI: The image on the screen has not only provided the opportunity for a form-meaning synthesis (¡°They stand near the gorilla¡± as text and image), it has also opened up the potential to create humor (¡°I stand near the gorilla¡±) that stretches meaning beyond the image and text.

 

 

 

 

 

 

03A: 2) introjected regulation: A attempts to answer correctly.

04B: A combination of 2) introjected regulation and 4) integrated regulation:  Learner B is scaffolding but also perhaps showing off a bit. There doesn¡¯t seem to be an attempt at cooperation.

05A: 2) introjected regulation: A attempts to answer correctly.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

10B: 2) introjected regulation with elements of 5) intrinsic motivation: ¡®language play¡¯. Student B wishes to enhance the amusement by repeating Student A's error.

 

 

 

 

 

 

 

 

 

 

 

 

16D ~ 18B: 2) introjected regulation with elements of 5) intrinsic motivation: ¡®language play¡¯ again. Following learner D¡¯s request to go to the restroom, learner B attempts an excuse to leave the classroom. Teacher squashes this attempt.