Excerpt Eight:

Triadic interaction and motivation behavior types operationalized for analyses:

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This is B2-3...


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: ____B2-3____  Time of Interaction (Video): ___1 minute 38 seconds___ Form #___08____ File____V3-1 (Module 3)____


Notes: The file used in this video is an activity that presents simple present verbs with questions and answers that pertain to the cartoon pictures. In this excerpt, the complete closed-to-open question sequence is realized.


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


                   Triadic Interaction

                  Motivation behaviors

The excerpt opens with an indecipherable utterance in Korean by one of the boys and then an image with the audio question:

00: "What does he write on?"





01T: Number... five...

02A: Five... (mimicking the teacher's intonation)

03T: One, two, three, four, five. (counting off the students up to the turn-taker)

04B: No.

05C: Me, me.

06B: He writessss... on the board. (learner is stressing the simple present verb's structure) He writes on the board. (learner B is prompting learner C, the turn-taker, to give the answer, also, the teacher uses pointing and gestures as the students are producing answers)


07T: (claps)

08C: He writes on the board.

09T: Ready...Go. (hits the keyboard arrow, the following slide appears)

10D: (indecipherable utterance)

11: (audio track plays: "He writes on the board.")

12: (various chatter in Korean)

13T: Number... (showing the number card to the group)

14C: Number Sixa...

15T: Ooh, I have a difficult... (learner E raises her hand after seeing number card 4)

Ahh... (teacher points to learner E as he thinks of an open question) Ahh... When... (points to the question word, "when", which is written on the board)

16B: When, when... onjae (gives the Korean translation of  the question word, "When")

17T: Onjae... (confirms the translation) When do you write e-mail?

18D: (more chatter)

19B: Tim...  She don't write e-mail (gesturing and addressing the teacher).


20T: Okay... (gesturing to encourage the learners to continue with the idea)

21B: I don't write e-mail (prompting the turn-taker, learner E)



22E: I don't write e-mail (looking to B for confirmation)?

23B: Uh Huh (as in "that's right").

24E: (teacher gestures the student to answer as a statement) I don't write e-mail.

25T: Why not?

26A: Write.

27F: Wae? ("Why?" in Korean)

28C: (indecipherable in Korean)

29B: She... (gesturing as if typing) not...


30T: Doesn't...

31B: computer... She doesn't, she doesn't computer.

32T: Typing? (using the classroom keyboard as a prop to simulate typing) I don't type?

33D: I don't have... (attempting to offer clarification)

34T: I don't have a computer? (addressing learner E)

35E: Yes.

36T: Ahh

37: (learners talking among themselves in Korean, attempting to assist learner E with a more accurate answer)

38B: He, she has computer but, she's... (gesturing with index fingers pointing up)

39T: Mom...

40B: Mom...

41T: Doesn't... (teacher picks up on the answer learner B is trying to produce, crossing the hands in a 'do-not-like' gesture)

42B: Doesn't...

43T: Like...

44B: Like...

45T: E-mail...

46B: E-mail... Ah...

47T: Ahh... Okay, I see... good answer...

00: ROC: The image is of a boy writing "ABC" on a chalkboard over and again. The closed question ("What does he write on?") has just been answered ("He writes on the board."). The image is then drawn upon to pose the open question: "When do you write e-mail?"









06B: LFS: Give answer. Learner B is literally feeding the answer to her teammate, learner C.

06T (and throughout the excerpts): TCS: Nonlinguistic means. T often uses gestures and pointing, employing the computer screen, as a tool to guide learner focus.













15T: TCS: Nonlinguistic means. T begins the open question with the question word, "When", which had earlier been written on the board and addressed pedagogically.



16B: LCS: Literal translation. B is responding to the teacher.







20T: TCS: Nonlinguistic means.


21B: LFS: Give answer. Once again, learner B is literally feeding the answer to another one of her teammates, learner E.


22E: LCS: Appeal for help.







27F: LCS: Literal translation.


29B: LCS: Nonlinguistic means. literally miming the action of typing.

30T: TFS: Explicit correction. T corrects plural


32T: TFS: Elicitation.









37: LCS: Appeal for help: Learners are in negotiation among themselves using L1, attempting to assist the turn-taker.

38B: LCS: Nonlinguistic means. The learner points upward, hinting at a higher authority (e.g., the learner's mother).


41/43/45T: TCS: Nonlinguistic means. T gestures in an attempt to assist the learner in producing an answer in English. Also a form of PAS/TFS: Elicitation. T encourages the learner to complete the utterance.



ROI: This excerpt exemplifies the ideal triadic interactive event in the classroom. There is a successful closed-to-open question sequence. There is a regular flow of learner feedback and communication techniques, and there is follow-up discussion. The follow-up discussion is the ultimate aim of the classroom model while employing triadic interactive means and modes of teaching.










02A: 2) introjected regulation: A mimics the teacher's turn-taking call. This is common. it is seen by the teacher in this study to be a signal the learner is paying attention



06B: 2) introjected regulation: B shows that she knows the correct form—present tense plural verb structure—by emphasizing the final s in 'writes'. Also, hints of 5) intrinsic motivation. It is hard to argue against the perception that B is participating whole-heartedly.


08C: 2) introjected regulation: C answers the closed question correctly, albeit, through learner B's efforts. Once again, learner B's actions could be seen as exhibiting hints of 4) integrated regulation. The real question is whether or not learner C actually benefits from this form of answering giving or not.











16B: 1) external regulation: B is responding to T's apparent call for a confirmation of the understanding of the question word, "When".



19B: 2) introjected regulation: B is absconding learner E's turn. At the same time, B performs this behavior in the service of her team/teammates.


21B: introjected regulation. Nearly identical to 06B above.



22E: 3) identified regulation. Learner E seeks a confirmation from learner B that her answer is correct.

24E: introjected regulation. Nearly identical to 08C above.

25T to the end of excerpt. The motivation in this segment seems to step outside the game-style lesson format. The learners are simply trying to communicate an idea to the teacher. Exactly where this falls on the motivation behavior continuum is a matter of speculation.












37 ~ 47: 4) integrated regulation. The negotiation in this segment is an obvious co-construction in communication (beginning mostly in L1). The answer had been given (21B) and accepted in the game-style format (points were awarded after this segment transpired) The conversation was then perpetuated by the participants' desire to explain why learner E doesn't write e-mail.