Midterm Exam - Three M20081413 이 은 경
Three Problems of Listen and Answer
KT: Look at the picture. It's a room. You know, whose room is this? (sic)
FT: My room.
KT: Yes, this is Mr. Fields' room.
Ss: Oh, dirty, dirty.
KT: Okay, listen. Everyone, shh~.
he has a dog and he has a cap.
S: He has a socks.
KT: He has a rabbit, and what do you see?
S: 아, 맛있겠다.
KT: What do you see?
Ss: rabbit/ dog, dog
KT: Listen, 전지홍. Listen.
Okay, I'll ask you. Raise your hand, and answer, please. Okay?
KT: Where is the watch?
S: Watch?
KT: Where is Mr. Fields' watch?
S: Raise your hand.
KT: Raise your hand.
Plaease, 태란!
태란: His watch is under the window.
T: His watch is under the window. Is that right?
Ss: Yes.
T: Okay, next question, where is Mr. Fields' book?
S: book?
T: 전지홍!
지홍: The book is~ under the chair.
T: Good! One more, where is Mr. Fields' ball?
Okay, 김규엽!
규엽: it's under the ~
Ss:에이~./No.
규엽: 아, next to
T: Say one more time.
규엽: It's next to ~ , it's next to the ARM chair.
T: next to the arm chair?
Wow, he has the arm chair. Wow, good!
S: Are you good job.
T: Next question, where is Mr. Fields' t-shirt?
임경주!
경주: It's in front of the desk.
T: Is that right?
Ss: Yes.
T: Good! Now, everyone, please ask me.
I'll answer.
S: Where is~?
T: Raise your hand. Okay, 정민!
정민: Where is the red box?
T: Where is the red box? Wow, it's too difficult.
Okay, where is the red box? Umm, I don't know.
who can answer instead of me? Okay, 민석!
민석: It's in the room.
Ss: Hahaha~(laughing at the answer with clapping their hands)
T: Good, okay 규엽!
규엽: it's in front of the rabbit.
T: Raise your hand. Give me a question. Umm, 최지윤!
지윤: Where is the plant?
T: Where is the plant?
S1: 식물이 어딨냐고?
S2: 저깄잖아.
T: Oh, this one? It's under the window.
Ss: No, no.
T: Okay, what is the answer? 지홍!
지홍: It's in front of the window.
T: Is that right?
Ss: Yes/right. Okay, last one. 박보미!
보미: Where is the~
T: Where is the~
보미: Where is the b~.
Ss: bone, the bone.
T: the bone?
Ss: the bone. 뼈다귀
T: Oh, where is the bone? Oh, I see. Okay, I'll answer.
It's under the dog.
Ss: No, no.
T: Okay, look~ and answer. Please, 채영!
채영: It's in the dog's mouth.
T: It's in the dog's mouth. Wow, good job! 경주!
경주: Where is clipart.com?
T: clipart.com?
경주: Yes.
T: Okay, 규엽!
규엽: It's written on the bed.
Ss: 아유, 쉽게 해. 무슨 말이야.
T: It's written on the bed. Wow, great. Look.
Here's clipart.com.
A LOT of data. It's going to be very very hard to analyze this.
I'm going to analyze some problems about 'Listen and Answer' part by using my data. My data is from fifth graders doing Lesson 3 "it's under the table". First, I will show that the teacher casts and exchanges roles by giving commands. Good. The teacher does not cast explicit roles, but that there are implicit roles: that of the 'questioner' and the 'answerer'. Right. I will show that the way the teacher controls errors through prompting. Good. Third, I'll show how the teacher moves from frozen pairs to unfrozen, unbound, free pairs, from "remember and repeat" to "think and answer".
The teacher shows the picture of the room and introduces it as Mr. Fields' room.
Actually, it's FT who says this, not KT. KT asks a QUESTION, and FT answers.
First, though, there is a command.
It is not the (sic) Mr. Fields' room. But through calling it Mr. Fields' room , the picture is more interesting and meaningful.
Can you link this with what you said in the metaparagraph about commands?
Remember, we are not just looking at data.
We are looking for "open-closed" and "closed-open" strategies, we are interested in prolepsis vs. retrolepsis. We want to know something about whether a teacher is using a FORMATIVE strategy or a SUMMATIVE one, whether we are looking at MEMORY or CREATIVITY.
For that we are going to have to ANALYZE the data a little more. One of Ms. Yi's problems is that she's really got her data kind of like Mr. Fields' room--she's left her data like a pile of dirty socks, at the beginning of the answer, without putting it into exchanges, without putting it into parentheses, without putting it into quotation marks.
Let's put the data away!
How does the teacher cast and exchange roles? In this data the teacher takes the role the 'questioner' and give Ss the role the 'answerer' by giving direct utterances ("I'll ask you, raise your hand. and answer please.") Also, the teacher exchanges the roles in the same way with casting("Now, everyone, please ask me. I'll answer.").
Good. Ms. Yi begins to put her messy data into quotation marks and parentheses and boxes.
But you have to LABEL the boxes correctly. You promised COMMANDS, Ms. Yi. These are mostly not commands at all. They are statements.
Second, how does the teacher control and correct errors? In this data 규엽 made an error(he said "~ under~" instead of " ~ next to~") and other Ss said "에이“ or "No." that mean 'you have a wrong answer.' the teacher knows 규엽 realizes his error through other Ss' reactions and he can correct the error for himself. So the teacher cheers him up to say the correct answer("Say one more time") and he corrected his answer.
Good. But what shall we call this? Is it modeling, prompting, uptaking or recasting? Is it preventative or cure? Is it proleptic or retroleptic, summative or formative?
Mr. Park has developed his OWN terminology for it ("leading a sentence by giving a key word"). Why not?
Well, first of all, it's important to agree on terms for what we are describing, because we may wish to count it in order to study it quantitatively (see Ms. Shin Yura's work).
Secondly, you have to be able to write a thesis, and in order to write a thesis about this stuff you have to use technical words correctly to describe it.
Thirdly, we want to be able to make THEORETICAL generalizations about it. Remember the quotation fromVygotsky we read--the one about the different forms of giving assistance.
비고츠키는 “근접발달영역”을 정의하면서 두 명의 10살짜리 장애 아동에 대한 실험을 가정한다. 이 두 아동은 모두 발달상 8세 수준의 문제를 해결할 수 있다. “내가 이들에게 다양한 문제 해결법을 보여준다고 가정해 보자. 서로 다른 실험자들이 각자의 방법으로 각각의 상황에 어울리도록 실연을 해 보일 것이다. 어떤 이는 문제 해결법 전체를 통째로 제시한 후 어린이에게 따라하도록 할 수도 있고 또 어떤 이는 문제 해결의 첫 부분만을 제시하고 뒷부분은 어린이가 마무리 짓도록 할 수도 있을 것이다. 또는 유도 질문을 통해 문제 해결을 인도할 수도 있을 것이다. 각설하고, 어떤 방법으로든 어린이가 나의 도움을 통해 문제를 해결했다고 가정하자. 위의 조건 하에서 한 어린이는 12세 수준의 문제를 해결할 수 있게 되었고 다른 어린이는 9세 수준의 문제를 해결하게 되었다. 과연 이 어린이들이 정신적으로 동일하다고 말할 수 있겠는가(1978: 86)?”
(“어떤 이는 문제 해결법 전체를 통째로 제시... 또 어떤 이는 문제 해결의 첫 부분만을 제시... 또는 유도 질문을 통해 문제 해결을 인도할 수도 있을 것이다.“ 이중 MODELING에 해당하는 것은 무엇인가? PROMPTING과 RECAST는 무엇에 해당할까?)
Also when the teacher takes a role as the 'Answerer' , she gives the wrong answers intentionally and has Ss correct the errors. Through this skill the teacher wants to make Ss think when they are listening to the teacher and checks whether Ss know about the prepositions well.
Don't forget the examples, Ms. Yi! I can find an example where the teacher pretends not to know (and one of the children gives a very vague reply). But I can't find an example of a deliberate error. Where?
Remember, even when you serve 사브사브 you have to cut it up for cooking.
It will be a good way the teacher takes the difficult role first when the teacher casts the roles. Also, whether giving the roles explicitly or implicitly, the teacher let Ss know their roles clearly.
Third how does the teacher move from frozen pairs to open pairs?
Frozen pairs means remember and repeat the utterances and open pairs means think and answer them.
Not necessarily. Remember:
다음을 보면 말하기 대화문들은 질적으로도 다름을 알 수 있다.