Triadic interaction and motivation behavior types operationalized for analyses:
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This is B2-2...
by Spencer Brockley
An Effective, Concise, and Organized Approach to English Language Learning ~ Phonics to Fluency in a Flash!
Class: ____B2-2____ Time of Interaction (Video): ___1minute 30 seconds___ Form #___07____ File____V3-1 (Module 3)____
Notes: The file used in this video is an activity that presents simple present verbs that pertain to the cartoon pictures. Even so, present progressive questions and answers were employed at this juncture in the lesson. Although the students have been focusing on simple present verbs for several lessons, the present progressive form is sometimes presented in order to juxtapose the two forms.
Transcription, triadic interaction and notes on motivation behavior (Student: "A, B, C," etc... and Teacher "T")
01A: I volunteer. (both student A and B on the boys team have their hands raised)
02T: Let him go. (indicating that student B should take a turn)
03C: Valentino? (word play on 'volunteer' and chuckles)
04T: I¡¯m Volentino... (picks up on student C¡¯s word play)
05A: I Voluntee...
06T: Did you want to help? (addressing student A)
07A: I volunteer. (tireless quest for a turn)
08T: Maybe you know. (addressing student A again )
09T: What is the baby eating? (restating question)
10C: (stands up and walks over to student A)
11B: (attempts to translate the question into Korean)
12C: Baby... (pointing to student A in jest)
13T: THE baby. (adding the article as a correction)
14C: Baby i-rum imnida. (His name is ¡¯baby¡¯) (continuing the jest)
15T: O.K. Anja, anja. (Sit down, sit down) (addressing student C... student C goes back to her seat)
16B: The baby is...
17T: Good. (referring to the first half of student B¡¯s utterance and gesturing him to finish the sentence)
18B: Muat mok-ji (Eat is what?) (trying to confirm a translation of the question with teammate)
20A: Eata. (trying to assist)
22A: Eata. (trying to assist)
23B: ...milk... the... the... ah... The baby eating the...
24T: Oh... (turns away, indicating an incorrect structure)
25C: I volunteer. (raises hand for a turn)
26A: I...I... (also raises hand for a turn)
27T: (gesture indicating that student C should take the turn)
28C: The baby eats...
29T: No, no. (waves arms to indicate another incorrect structure)
30A: I volunteer! I volunteer! (leaps from the chair to demand attention)
31T: (points to student A to take the turn)
32C: I volunteer. I... (wants her turn to continue)
33A: The babe is eating the... at... at milka. (teacher gestures indicating an incorrect form)
34C: I volunteer. I volunteer. (wants a turn again)
35C: The baby is eat... The baby is eat... (teacher gestures indicating an incorrect form)
36T: (points to student B to take a turn)
37B: The baby is eating...milk.
38T: You can¡¯t eat milk, you have to drink milk. (gesturing the motion of drinking from a glass)
39C: I volunteer. I volunteer. (requesting a turn)
40B: (indecipherable attempt to answer again)
41T: What is the baby eating. (gesturing something solid) It has to be um-shik. ('food' in Korean) Food...
42C: I volunteer... (begging for a turn)
43A: I volunteer. (requesting a turn)
44T: You get a chance, yah. (pointing to student C to take a turn)
45C: The baby is eating dog food.
46T: Bingo... (points to student C with both hands indicating that the correct response was given)
47: Bingo! (other students chime in)
00: ROC: As mentioned in the notes above, the teacher is using the present progressive tense as a review. An angry woman is coming into the room. There is a dog with a pizza in its mouth and a baby with its head in a dog dish. The image of the baby is drawn upon to activate attention to the closed question: ¡°What is the baby eating?¡±
04T: TFS (PF): Repetition. T acknowledges the clever word play of learner C as a form of agreement.
11B: LCS: Literal translation. Learner B attempts to translate the closed question.
13T: TFS (GAS): Explicit correction. T adds an article in emphasis.
14C: LCS: Code switching. This is a common—and perhaps simple—form of communication for young learners in EFL environments. Their L1 is their 'safe zone'. L2 often appears to be 'unchartered territory'.
17T (and throughout the excerpts): TCS: Nonlinguistic means. T often employs a 'conductor-style' of gesturing, prompting learners to answer.
18B: LCS: Literal translation and appeal for help. Learner attempts (very briefly) to grasp the question's meaning via his L1.
24T: TCS: Nonlinguistic means. The teacher as 'conductor' indicates the learners 'sour notes'.
29T: ROI: The learner's response is rejected by the teacher. The foregoing interaction had been referring to the present progressive form—via the teacher's questions. An attempt was made to guide the learners in the present progressive structural direction and the teacher abandoned student C's turn. She reverted to the simple present form—which was grammatically inappropriate to the question—transferring the turn-taking to the boy's team. It must be emphasized that the learners in this excerpt were on the cusp of understanding the distinction between the progressive and simple present forms at this point in their course of study. The distinction between verb tenses is complex to these young learners. Because of this, there was a lot of teacher control in this excerpt (which is mostly feedback).
38T: Explicit correction/Nonlinguistic means. The teacher emphasizes the difference between 'eating' and 'drinking' and mimes the act of drinking.
41T: Explicit correction, nonlinguistic means, and literal translation. The teacher emphasizes the that eating is used with food and mimes the solid nature of food.
ROI: Obviously, the level of competition is at its height. Beyond this level, there may be negative results—arguments and even fighting—such that the teacher must be aware of this fact from moment to moment. The teacher must also know the students well enough to diffuse such conflicts.
01A/B: 1) external regulation: The two boys position themselves to take a turn.
03C: 2) introjected regulation: C makes a word play on 'volunteer' as 'Valentino'. It's quite an intelligent form of humor, as the boys (Valentinos?) are vying for the correct answer.
05A/07A:2) introjected regulation: Learner A is adamant about taking a turn.
10C/14C: 2) introjected regulation: Learner C, carrying on her antics, makes a correlation between the baby on the screen (and in the closed question) and learner B.
16B ~ 23B: 2) introjected regulation: B makes a concerted attempt to answer the question correctly.
18B: 3) identified regulation: Although the learner wishes to find confirmation of his translation, it wasn't immediate. The teacher was unwilling to address it, so as not to disrupt the flow of interaction.
25C: 2) introjected regulation: Raising her hand, learner C wishes to respond.
30A and 32C and others: 2) introjected regulation: Learners exhibit enthusiastic, albeit exaggerated, attempts to take a turn. This for of motivation behavior continues throughout this excerpt (indeed, throughout most excerpts) and will be documented as a consistent form of interaction in game-style lesson formats.
45C: 2) introjected regulation: B finally answers the question correctly.