An Analysis of Classroom Discourse - University of Birmingham
An Analysis of Classroom Discourse - University of Birmingham An Analysis of Classroom Discourse - University of Birmingham
Appendix C: Transcription Analysis Exchange # Initiation Response Feedback 1. Boundary 2. Repetition 3. Pupil Informing 4. Pupil Informing 5. Repetition 6. Repetition 7. Repetition 8. Informing 9. Boundary 10. Informing 11. Boundary 12. Directing 13. Eliciting 14. Directing 15. Repetition 16. Boundary 17. Directing 18. Informing FRAME T: So ^ (m) FOCUS T: First of all. Three things today, three things. (ms) OPENING T: I have cows. (mo) ANSWERING S1: I have cows. (i) OPENING S2: You have… (i) OPENING T: Number two. (s) T: How many cows? (mo) OPENING T: One, two, three, four. (mo) OPENING T: And third. (s) T: You have cows. (mo) OPENING T: Three things and I’ve only written two on the board so let me write the third one. (z) [T writes on the whiteboard] You…have…cows. (i) FRAME T: Now ^ (m) FOCUS T: Let’s see what’s next. (z?) OPENING CD: One, two, three, four, five, six, seven, eight, nine, ten. (i) FRAME T: OK ^ (m) OPENING T: One more time. Let’s do this with To…(d) OPENING T: Who’s he though? (el) Who’s he? (el) OPENING T: Let’s count with Tony. (d) You ready? (ch) Ready? (ch) OPENING CD: One, two, three, four, five, six, seven, eight, nine, ten. (mo) FRAME T: Now ^ (m) OPENING T: Look, this word. (d) OPENING T: One, two, three, four, five, six, count. (i) ANSWERING Ss: I have cows (rpt) ANSWERING Ss: How many cows? (rpt) ANSWERING Ss: One, two, three, four. (rpt) ANSWERING Ss: You have cows. (rpt) ANSWERING Ss: have cows. (rep) ANSWERING S3: Ten. (rpt) ANSWERING Ss: Tony! (rep) ANSWERING Ss: NV (rea) ANSWERING Ss: One, two, three, four, five, six, seven, eight, nine, ten. (rpt) ANSWERING Ss: NV (rea) ANSWERING Ss: Count. (rpt) FOLLOW-UP T: K. (e) FOLLOW-UP T: Good. (acc) FOLLOW-UP T: Good. (acc) FOLLOW-UP T: OK, good. (acc) FOLLOW-UP T: Very good. (acc) FOLLOW-UP T: You have cows. (e) OK, good (acc). FOLLOW-UP T: Tony, very good. (e) FOLLOW-UP T: Good. (acc) 19. Repetition OPEINGING ANSWERING FOLLOW-UP 28
20. Informing 21. Boundary 22. Directing 23. Informing 24. Boundary 25. Eliciting 26. Eliciting 27. Repetition 28. Eliciting 29. Eliciting 30. Eliciting 31. Eliciting 32. Eliciting 33. Eliciting 34. Eliciting 35. Eliciting 36. Eliciting T: Count. (mo) Ss: Count. (rpt) T: K (e). OPENING T: Count. One, two, three, four. (i) FRAME T: Now ^ (m) OPENING T: Listen carefully. (d) OPENING CD: One, two, three, four, five, six, seven, eight, nine, ten. (i) FRAME T: OK ^ (m) FOCUS T: So (m) OPENING T: What about this? (el) OPENING T: What about this? (el) OPENING T: Three. (mo) OPENING T: What about this? (el) OPENING T: How about this? (el) OPENING T: What about this? (el) OPENING T: And, this? (el) OPENING T: And this? (el) OPENING T: And this? (el) OPENING T: NV [T holds up fingers] (el) OPENING T: NV [T holds up fingers] (el) OPENING T: NV [T holds up fingers] (el) ANSWERING S4: Ten, nine, eight, count, count. (rep) ANSWERING Ss: NV (rea) ANSWERING Ss: three, four, five, six, seven, eight, nine, ten. (rpt) ANSWERING Ss: Seven. (rep) ANSWERING Ss: Three. (rep) ANSWERING Ss: Three. (rpt) ANSWERING Ss: Nine (rep) ANSWERING Ss: Four. (rep) ANSWERING Ss: Eight. (rep) ANSWERING Ss: Ten. (rep) ANSWERING Ss: Two. (rep) ANSWERING Ss: Six. (rep) ANSWERING Ss: One. (rep) ANSERING Ss: Five. (rep) ANSWERING Ss: Zero. (rep) FOLLOW-UP T: Good. (e) FOLLOW-UP T: Yes (e), very good. (acc) FOLLOW-UP T: NV [T changes fingers] FOLLOW-UP T: Very good. (acc) FOLLOW-UP T: NV [T changes fingers] FOLLOW-UP T: Very good. (acc) FOLLOW-UP T: NV [T changes fingers] FOLLOW-UP T: NV [T changes fingers] FOLLOW-UP T: OK. (acc) FOLLOW-UP T: NV [T changes fingers] FOLLOW-UP T: NV [T changes fingers] FOLLOW-UP T: NV [T changes fingers] FOLLOW-UP T: Yes, very good. (acc) OK, good job. (e) 37. Boundary FRAME T: OK (m), Now ^ (m) 38. Directing OPENING T: Watching (d) OPENING ANSWERING Ss: NV (rea) 39. Informing CD: I have two cats. I have three dogs. (i) OPENING 40. Directing T: OK (m). Listen to that one. (d) 41. Eliciting OPENING ANSWERING FOLLOW-UP 29
- Page 1 and 2: An Analysis of Classroom Discourse:
- Page 3 and 4: An Analysis of Classroom Discourse:
- Page 5 and 6: move labeled as the head act. There
- Page 7 and 8: parts. Let us have a look the teach
- Page 9 and 10: teacher has deliberately withheld i
- Page 11 and 12: These exchanges mirror Sinclair and
- Page 13 and 14: he wanted elicited. However, Sincla
- Page 15 and 16: According to Sinclair and Coulthard
- Page 17 and 18: 5. USEFULNESS IN STUDYING CLASSROOM
- Page 19 and 20: happening here. There seems to be m
- Page 21 and 22: comment com accept acc evaluate e s
- Page 23 and 24: 30. CD: One, two, three, four, five
- Page 25 and 26: 117. T: Yes, I do. 118. Ss: Yes, I
- Page 27: 196. T: One more time. Yes, I do. 1
- Page 31 and 32: 63. Informing 64. Boundary 65. Dire
- Page 33 and 34: 109. Boundary 110. Eliciting 111. B
20. Informing<br />
21. Boundary<br />
22. Directing<br />
23. Informing<br />
24. Boundary<br />
25. Eliciting<br />
26. Eliciting<br />
27. Repetition<br />
28. Eliciting<br />
29. Eliciting<br />
30. Eliciting<br />
31. Eliciting<br />
32. Eliciting<br />
33. Eliciting<br />
34. Eliciting<br />
35. Eliciting<br />
36. Eliciting<br />
T: Count. (mo) Ss: Count. (rpt) T: K (e).<br />
OPENING<br />
T: Count. One, two, three, four.<br />
(i)<br />
FRAME<br />
T: Now ^ (m)<br />
OPENING<br />
T: Listen carefully. (d)<br />
OPENING<br />
CD: One, two, three, four, five,<br />
six, seven, eight, nine, ten. (i)<br />
FRAME<br />
T: OK ^ (m)<br />
FOCUS<br />
T: So (m)<br />
OPENING<br />
T: What about this? (el)<br />
OPENING<br />
T: What about this? (el)<br />
OPENING<br />
T: Three. (mo)<br />
OPENING<br />
T: What about this? (el)<br />
OPENING<br />
T: How about this? (el)<br />
OPENING<br />
T: What about this? (el)<br />
OPENING<br />
T: <strong>An</strong>d, this? (el)<br />
OPENING<br />
T: <strong>An</strong>d this? (el)<br />
OPENING<br />
T: <strong>An</strong>d this? (el)<br />
OPENING<br />
T: NV [T holds up fingers] (el)<br />
OPENING<br />
T: NV [T holds up fingers] (el)<br />
OPENING<br />
T: NV [T holds up fingers] (el)<br />
ANSWERING<br />
S4: Ten, nine, eight, count,<br />
count. (rep)<br />
ANSWERING<br />
Ss: NV (rea)<br />
ANSWERING<br />
Ss: three, four, five, six, seven,<br />
eight, nine, ten. (rpt)<br />
ANSWERING<br />
Ss: Seven. (rep)<br />
ANSWERING<br />
Ss: Three. (rep)<br />
ANSWERING<br />
Ss: Three. (rpt)<br />
ANSWERING<br />
Ss: Nine (rep)<br />
ANSWERING<br />
Ss: Four. (rep)<br />
ANSWERING<br />
Ss: Eight. (rep)<br />
ANSWERING<br />
Ss: Ten. (rep)<br />
ANSWERING<br />
Ss: Two. (rep)<br />
ANSWERING<br />
Ss: Six. (rep)<br />
ANSWERING<br />
Ss: One. (rep)<br />
ANSERING<br />
Ss: Five. (rep)<br />
ANSWERING<br />
Ss: Zero. (rep)<br />
FOLLOW-UP<br />
T: Good. (e)<br />
FOLLOW-UP<br />
T: Yes (e), very good.<br />
(acc)<br />
FOLLOW-UP<br />
T: NV [T changes<br />
fingers]<br />
FOLLOW-UP<br />
T: Very good. (acc)<br />
FOLLOW-UP<br />
T: NV [T changes<br />
fingers]<br />
FOLLOW-UP<br />
T: Very good. (acc)<br />
FOLLOW-UP<br />
T: NV [T changes<br />
fingers]<br />
FOLLOW-UP<br />
T: NV [T changes<br />
fingers]<br />
FOLLOW-UP<br />
T: OK. (acc)<br />
FOLLOW-UP<br />
T: NV [T changes<br />
fingers]<br />
FOLLOW-UP<br />
T: NV [T changes<br />
fingers]<br />
FOLLOW-UP<br />
T: NV [T changes<br />
fingers]<br />
FOLLOW-UP<br />
T: Yes, very good.<br />
(acc) OK, good job.<br />
(e)<br />
37. Boundary<br />
FRAME<br />
T: OK (m), Now ^ (m)<br />
38. Directing<br />
OPENING<br />
T: Watching (d)<br />
OPENING<br />
ANSWERING<br />
Ss: NV (rea)<br />
39. Informing CD: I have two cats. I have<br />
three dogs. (i)<br />
OPENING<br />
40. Directing T: OK (m). Listen to that one.<br />
(d)<br />
41. Eliciting OPENING ANSWERING FOLLOW-UP<br />
29
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