Good--Saeromi shows the way! This will give us a lot to talk about on Monday!
N: You can only answer one time.
S: School sticker?
N: Sparkly sticker. Ok, Ready?
Remember that OK works as a "punctuation mark", and that it often marks off the divide between exchanges. Now, below, when Saeromi starts to analyze the data into exchanges, she falls momentarily into the trap of simply using the natural units (that is, the turns, the units created by a natural change of speaker).
She did that before, and we pointed out that the division between exchanges often happens not at the end of the teacher turn but somewhere in the middle. This is a very good example.
There's another reason for thinking that this is an exchange: Whenever a teacher has to play a game with the children, the teacher can begin with a general statement of the rules. But children are interested in TWO questions:
a) What do I get?
b) How do I win?
In some cases, question b) is ONLY interesting if the answer to question a) is interesting. So the kids are negotiating question a) first. They do this without much grammar; just using INTONATION questions (that is, questions where intonation rather than word order marks the grammatical form).
S: How do you..?(This student just stopped to ask a question at here, so N ignored) What do you think the question was?
N: This is a toy that spins. This is a toy that spins.(more slowly)
Notice that this is a sentence that has a relative clause. Of course, most definitions do:
X is a kind of Y which will Z.
We call X the "genera" and the relative clause is called the "specifier". This is VERY complicated stuff, and we might predict that the children will switch into Korean here.
S: 아, 제발. But is this a response to the question or to not knowing the answer? Or both?
S: 아, 한글이름은 아는데 영어이름을 모르겠어.
S: 한글이름이 뭔데?
S: Top!
N: Yes, 다윗. Top.
S: 와~~
S: Top이 뭔데?
S: 팽이
N: Top
S: 아~
K: This is a Toy. 무슨 뜻이에요?
Ss: 장난감!! 장난감입니다.
K: That spins.
Ss: 돌아간다!
K: Spin이 뭐야?
Ss: 돌아간다!
K: 돌아가는 장난감이 뭐에요? That is a top(showing the picture of a top)
S: Top, top!
K: 팽이를 Top이라고 합니다. T, O, P, top!
S: Top, top!
N: You guys remember top play, right?
S: 아~
N: Top play was really popular.
S: (nodding)
N: Yeh~
That's a LOT of data. We'll have to divide it up a bit. Let's have a look at how Saeromi divides it up first.
<Exchanges>
1. N: You can only answer one time.
2. S: School sticker?
N: Sparkly sticker.
We can see that 1) will stand by itself at least GRAMMATICALLY (we DO have to find out what "answer" refers to by looking at other exchanges, but that is not a grammatical question). So we can say that 1) is an initiate. Now, is there a response?
S: School sticker?
This WON'T stand by itself grammatically. It's not a grammatical question. So in order to make it one, we need to look back at the initiate. What it means is something like this:
N: You can only answer one time.
S (If I answer one time and I'm right will you give me a) School sticker?
N: (I will give you a) Sparkly sticker.
We know that THIS dialogue is one exchange:
Tony's Uncle: I have cows.
Minsu: How many cows (do you have)?
Tony's Uncle: (I have) Seven (cows).
So if this is an exchange, maybe we need to consider all three lines an exchange. This would give us
N: You can only answer one time. (Initiate)
S: School sticker? (Respond--bound initiate)
N: Sparkly sticker (Feedback--bound response)
3. Ok, Ready? (Bound initiate. But it's not only bound--it's a boundary!)
S: How do you..?(This student just stopped ask a question at here, so N ignored)