Class: ____A-3____  Time of Interaction (Video): ___17 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. In this activity, the students first answer a closed question (as shown on the screen) and then are asked an open question as created and posed by the teacher.

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

                  Transcription

                   Triadic Scaffolds

                  Motivational 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: (gestures to images on the screen).

ROI: The learner comprehends the word, stand.

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.