English Language Teaching in its Social Context

RECORDING AND TRANSCRIBING TALK 331Teacher begins by telling class the lesson is to be about toy animals. She arranges some stufidtoy animals on her desk, then asks the class ‘Have you got any toy animals at home?’ Studentsare selected individually to respond. Teacherfirst asks a girl, and makes her repeat careJully ‘Ihave got many toy animals at home.’Then turns to a boy, S1.rTranscription1 T:23 51:4 T:5 51:6 T:7891011 ss:12 T:13 S2:14 T:1516 S2:1718 T:19 52:You (student’s name] have you gotmany toy animals at homeYes I have { (.) I have a got{ mmhmany toy animals at homeThat’s good that’s right what toyanimals have you got at home (.)what name for animals (.)[student’s name] what toy animalshave you got at home (.) I’m like a tigerWhat yesI have { I have got { (.) I{ mmh {mmh a (.)or maybe two or { maybe three{ I have got a manytoy animalsmmh I have got { many toy animals{ many toy animalsNoteslow voiceT nods; lowers S2’shand and places ondeskKeyTSstudent’s name= Tcacher= Student (S1 = Student 1, ctc)underlining indicates any feature you wish to comment on(.) brief pause(I SCC) timed pause{ maybebrackets indicate the start of overlapping specch{ I have gottranscription of a sound etc that forms part of the utteranceFigure 20.2 Transcription of teacher-studcnt talkthe next word in his sentence (a, two, or three ~ presumably toy animals).This may be whatleads to the student’s error (a many toy animals) which is subsequently corrccted by theteachcr.Laying out a transcriptThe most commonly used layout, which I shall call a ‘standard’ layout, is set out rather likea dialogue in a play, with speaking turns following one another in sequence.This is the layout