Triadic interaction and motivation behavior types operationalized for analyses:
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Class: ____B-1____ Time of Interaction (Video): ___1 minute 22 seconds___ Form #___05____ File____V2-2 (Module 2)____
Notes: The file used in this clip is an activity that presents present progressive verbs with questions and answers that pertain to the cartoon pictures. In this particular class, the learners answer only closed question (as shown on the screen). Their level is too low for open-style questions.
Transcription, triadic interaction and notes on behavior (Student: "A, B, C," etc... and Teacher "T")
01A: He is... He is bringing...
02T: (gesturing to the man and woman on the screen and then to the drinks on the waiter¡¯s tray. Trying to elicit ¡°...their drinks.¡± to give completion to the student¡¯s response)
03B: Pali-shi (Hurry-up!)
04C: (student moves forward to assist her teammate... indecipherable phrase uttered)
05A: ...waiter¡¯s juice.
06T: Ohhhh... (expression and posture indicate a wrong answer)
07B: I volunteer! I volunteer! (member of the boys team)
08: (a small child wanders to look into the classroom. Some students turn to look at him.)
09: (a few students chant ¡°I volunteer¡± wishing to elicit a turn)
10T: (teacher looks to the small child at the door) I volunteer. (teacher mimics the student¡¯s elicitations trying to assess who the small intruder might be)
11T: Ah. Rock, rock, rock, scissors, paper. (points to the volunteering students—one from the girls team and one from the boys—having them vie for a turn)
12B: (wins the turn)
13D: (walks over to student B to assist in the answer) He is bringing...their drinks.
14B: What? (places hand on student D¡¯s shoulder to grip his attention)
15D: He is bringing their drinks.
16B: Their drinks? (hand on shoulder again)
17D: Their dink-kes-su (reverts to Korean pronunciation in order to assist his teammate)
18B: He is dringing...
19T: No... (student B uses a ¡®d¡¯ in place of a ¡¯b¡¯ in ¡®bringing... wrong answer)
20: I volunteer! (students vie for a turn)
20T: (points to student E on the girls team to take a turn)
21A: (assisting student E) He is dringing their...
22T: ¡®b¡¯... ¡®b¡¯... (draws a ¡®b¡¯ on the board with his finger)
23T: O.K. (gestures to student E to take a turn)
24A: He is bringing their drinks. (assisting student E again)
25E: He is bringing their drink-es. (gesturing)
ROC: The question on the screen reads: ¡°What is the waiter bringing?¡± Students match text and cartoon picture to attempt a correctly formed answer.
02T: TCS: Nonlinguistic means. Gesturing to the man and woman on the screen and then to the drinks on the waiter¡¯s tray. TFS (PAS): Elicitation. Trying to elicit ¡°...their drinks.¡± to give completion to the student¡¯s unfinished response, ¡°He is bringing...¡±.
03B: LCS: Code switching in the simplest sense which could be termed 'language changing'. Learner B petitions A (on the opposing team) to ¡°Hurry-up!¡±.
04C: LCS: Give answer. Learner C moves forward in an attempt to assist her teammate.
13D: LFS (GAS): Give answer. Walks over to assist student B: ¡°He is bringing...their drinks¡±.
14B: LCS: Nonlinguistic means. Places hand on student D¡¯s shoulder to grip his attention to D¡¯s utterance.
15D: LFS (GAS) Repetition and Give answer. D attempts to scaffold B again
16B: LCS: Appeal for help. ¡°Their drinks?¡±. and LCS: Nonlinguistic means. Hand on shoulder again.
17D: LCS: ¡®Reverse¡¯ foreignizing. ¡°Their dink-kes-su¡±. 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).
20T: TCS: Nonlinguistic means. Points to student E on the girls team to take a turn
21A: LFS (GAS) Give answer. Assisting student E unsuccessfully.
22T: TFS (GAS) Explicit correction and Nonlinguistic means. T says: ¡±b... b...¡± emphatically and draws a ¡®b¡¯ on the board with his finger.
23T: TCS: Nonlinguistic means. Points to student E on the girls team to take a turn again.
24A: LFS (GAS) Give answer. Learner A assists E again.
25E: LCS: Nonlinguistic means. Uses exaggerated gestures that seem to assist in her production of the correct response.
ROI: The learners, at this level, are highly dependent on the cartoon pictures, audio and text. The result of the interaction is very basic. The learners are beginning to match form with an image and phonology with text. Perhaps the learners' level and cognitive development are below the level of documenting any verbal evidence of scaffolding.
01A: 2) introjected regulation: Learner A attempts a correct answer.
03B: 1) external regulation: Learner B is reacting to A¡¯s slow response time (¡°Hurry-up!¡±).
04C: 2) introjected regulation: Learner C moves forward to assist her teammate.
05A: 2) introjected regulation: Learner A once again attempts a correct answer.
07B ~ 11T: 1) external regulation with elements of 5) intrinsic motivation: Learners chant ¡°I volunteer¡± wishing to take a turn. This is a reaction to the open possibilities for turn taking. There is a quality of ¡®whole-heartedness¡¯ but little cognitive effort.
13D: 2) introjected regulation: Learner D giving answer to learner B (¡°He is bringing...their drinks¡±).
14B: 3) identified regulation: Learner B asks for clarification/repetition (¡°What?¡±).
15D: 2) introjected regulation: Learner D assists B again.
16B: 3) identified regulation: Learner B asks for some form of confirmation (¡°Their drinks?¡±).
17D: 2) introjected regulation: Learner D attempts to assist B once again
18B: 2) introjected regulation: Learner B attempts a correct answer.
20: 2) introjected regulation with elements of 5) intrinsic motivation once again: Several learners chant ¡°I volunteer¡± wishing to elicit a turn.
21A: 2) introjected regulation: Learner A attempts to assist learner E, though unsuccessfully.
24A: 2) introjected regulation: Again, learner A attempts to assist learner E. This time successfully.
25E: 2) introjected regulation: Learner E produces a correct answer.