Excerpt Four:

Triadic interaction and motivation behavior types operationalized for analyses:

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This is A1-4...


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: ____A1-4____  Time of Interaction (Video): ___17 seconds___ Form #___04____ 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. The present progressive form had been used in previous lessons.



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


                   Triadic Interaction

                  Motivation behaviors

01A: Stand is what?

02T: Stand. (stands with arms to sides like a soldier)

03A: (indecipherable word in Korean)

04T: Stand. (moves to the screen and waves arms up and down where two figures are standing)

05A: Ahhh... (expression of comprehension)












06B: Stand-eh... (using Korean pronunciation)








07T: Sit, sit, sit, sit, sit, stand. (pointing to each of the seated students and then with arms stretched up... most of the students then stand up)

08T: Sit. (arms motioning downward... the students immediately sit... some students and the teacher laugh)

09A: (indecipherable phrases in Korean)


10T: Where do you... (addressing a question to student A)

11B: Stand! (finishes the teacher¡¯s question)








12A: (attempts an answer to the question: ¡°Where do you stand at school?¡±)

13T: One more time, please... one more time. (motions with arms to get students to attempt another answer and puts cupped hand to ear to elicit responses)

01A ~ 05A: LCS: Appeal for help from the teacher by A. TCS: T uses Nonlinguistic means (gestures).


ROC: T gestures to images on the screen. The picture of the couple at the zoo is further employed to clarify the difference in meaning between "sit" and "stand".

ROI: Most learners comprehend the word, stand. While many in the class know the distinction between "sit" and "stand", one student wishes clarification. The computer screen may potentially enable this type of interaction, while feedback and communication strategies "bring the ball home" so to speak. The encouragement gives the learner the required reassurance.



06B: LFS (GAS): Give answer and ¡®Reverse¡¯ foreignizing: B uses the Korean pronunciation of the word, ¡°stand¡± (stand-eh) to convey meaning to student A. In the standard case, learners/teachers adjust an L1 word to L2 phonologically or morphologically, but in this case, the L2 word is adjusted to L1 phonologically (therefore, ¡®reverse¡¯ is used in this context).

07T/08T: TCS: Use of Nonlinguistic means (indexicality/pointing) and TFS (PF) as Repetition to re-enforce the meaning of  ¡°sit¡± and ¡°stand¡±.






10T/11B: TFS (PAS): Elicitation and correct learner response (although the question was addressed to A, B's response can be seen as a (GAS) as Answer giving.








12A/13T: Indecipherable response from A. TCS as nonlinguistic means (gestures student to repeat utterance). 


ROI: The learners have grasped the meaning of the vocabulary items, sit and stand.

01A ~ 05A:  A exhibits 3) identified regulation in asking for clarification... but it¡¯s not always clear if A asks questions because he doesn¡¯t comprehend or as a form of  ¡°attention-getting¡± which is a form of 2) introjected regulation.














06B: B exhibits 4) or integrated regulation... working cooperatively and perhaps scaffolding...







07T/08T: 1) external regulation. Learners react to teacher gestures (indexicality/pointing) as a command... humor hints toward 5) intrinsic motivation as learners show whole-hearted participation... In fact, the teacher didn¡¯t expect the learners to react to the words ¡°sit¡± and ¡°stand¡± as a command.




11B: B¡¯s response to the teacher's elicitation was a surprise as the elicitation was directed at A. B¡¯s response can be seen as a form of 4) integrated motivation, working cooperatively and co-constructing knowledge. Another possibility is that B was motivated by the spirit of competition as 2) introjected regulation.


12A/13T: Can¡¯t be sure if A¡¯s mumbling is a form of 2) introjected regulation as an attempt to answer questions correctly or perhaps 0) amotivation as a form of frustration.