Re:My data transcription (body parts)

Yes, transcription takes a while! There are special machines with footpedals that can speed you up, but they are quite expensive.   So, now that we have this lovely data, let's not waste it. A few remarks before we begin.   Remark number ONE: "Body parts" is not really the same thing as "parts of the body". What do you think the difference is?   Which one emphasizes the WHOLENESS of the body? Which one emphasizes the PIECES that are detached from it?   Which one do you think is used by doctors? Which on is used by policeman (cleaning up after a suicide bombing, for example)?   Remark number TWO: We said that the key, central, pivotal role of the article system in 초등영어육 has to do with its position midway between the abstract concept (expressed by the PLURAL, "teachers", "apples") and the particular individual (expressed by the name, "Minkyeong" or the definite article "the apple").   The INDEFINITE article, which is really a kind of number ("a" means "one" or "any one") is exactly HALF WAY betwen the abstract concept and the specific individual; it represents the abstract in the concrete (generalization) and the concrete in the abstract (exemplification).   But what about "MY apple"? Is it more concrete or more abstract? And "MY arm"?  I'm going to suggest--tentatively--that "my" means something rather different when it refers to the teacher than when it refers to the student.    Remark number THREE:   We've seen that every lesson, and every exchange, and almost every utterance has three basic communicative functions: getting attention (roughly, the interpersonal function), giving information (roughly, the ideational function), and checking integration (roughly, the textual).   Look!         This is my arm.      What's this? ATTENTION  INFORMATION  INTEGRATION   Ontogenetically, we know that the FIRST and SECOND grade teacher has to struggle a bit to do the first. The THIRD and FOURTH grade teacher is much concerned with the second. Only the FIFTH and SIXTH grade teacher can really expect to walk right into the classroom and start asking questions.   But even then teachers tend to do this in a particular way. As we'll see, they often ask questions which really GET ATTENTION.   T: Everyone, what's the date today? Ss: (T pointing to the date cards) It's Friday, May.... Twenty-two. T: Oh, wait, wait. (pointing at the number)    Twenty? Ss: Two. S1: Third. S2: Ah! Second. T: Twenty-second. Ss: Twenty-second. (S1: Two thousand..) T: One more time.    Twenty-second. Ss: Twenty-second. Two thousand nine. T: How's the weather? Ss: It's sunny and hot. T: Do you think it's hot today? S1: Yeah. Ss: Yes. T: Okay.      We know that "Okay" is a kind of punctuation mark. It signals an end and a beginning. What is the teacher ending? What is she beginning?        Do you remember body parts?    (pointing) Body. Your body has many different parts.    (pointing) What's this? Some Ss: Head. (Some raise their hand.) T: 현정? S3: Head. T: Good.    This is my head.    How about this?    This is my.... (looking around to choose a student) S4: Head. S5: Face. T: That's right.    This is my face.    (pointing to her nose)    경정? (S6 is inaudible)   응? One more time? S6: Nose. T: Nose. This is my nose.    (pointing to her mouth)    음... 이수지. S7: Mouth. T: This is my mouth. Ss/T: Mouth. T: What's this?    호준, please. S8: Neck. T: This is my neck. Some Ss: Neck. T: (pointing with two fingers) What are these?    음, 현미. S1: Shoulder. T: One shoulder. Two.. Ss: Shoulders. T: These are my shoulders.   Notice how the teacher, by INSISTING on the plural has actually managed to get a response that is not the bare singular. Remember we said that the plural is used to express the abstract concept. Is that the case here or not?   Some Ss: These are..... (inaudible) T: 네. How about..... this?    영은? S9: Back. T: Back. Some Ss: Back. T: This is my back. Ss: This is my back. T: Okay, how about this?    This.    희정? S10: Leg. T: This is my leg. Ss: Leg. T: This is my leg. Some Ss: This is my leg. (Some Ss: Leg.) T: How about THIS? (holding her foot up suddenly) S11: 아~윽! T: 용석? S12: Toe. T: Oh.. (pointing) The whole thing.   Remark ONE: Body parts are NOT body parts, but parts of the body!   Remark TWO: It's very hard for children to know, in the pragmatic situation that the classroom presents (i.e. a pragmatic situation which is dedicated to studying GENERAL word meanings) what the teacher is doing. Is this an EXAMPLE or a GENERAL CONCEPT? (Number might be useful here, because we have two feet but ten toes). What does this tell us about the use of "my"?   Remark THREE: The teacher is playing 퐁길동, and Robin Hood: she's GIVING information by GETTING it from the rich and GIVING to the poor.    What is this?  예림? S2: 까먹었어요. T: Mmm... 민호? S13: Foot. T: Foot. This is my foot. Ss: This is my foot. T: One foot...? Some Ss: Two foots. (Some Ss: Two feet.) T: Two FEET. Some Ss: Two feet. T: These are my feet. Ss: These are my feet. T: How about.... this? S11: 발톱이요? T: No no no no. Some Ss: 발가락? T: Yes.    What's this? S11: Finger 아니면...? T: Not. Not. It's not a finger.    희정? S10: Feet. (or some similar sound) T: Feet?    Mmmm... (shaking her head)    현정? S3: Toe. T: Yes, that's right.    Toe. Some Ss: Toe. (Some Ss: Torr) T: TOE. Ss: Toe. T: This is my toe. Ss: This is my toe. (T is pointing at her both feet) S11: Ten toe.   You can see that the children ARE thinking of plurals; they just aren't SAYING them.   T: These are my toes. Ss: These are my toes. T: What's this?    석주? S11: Finger. T: That's right.    This is my finger.   But of course what the teacher is saying is that this is MY finger and not YOUR finger. But what she needs to say is that this is ONE finger, and she has NINE others. Which article would be appropriate here?   Ss: This is my finger.     What are the children saying? Are THEY saying that it is MY finger and not YOUR finger?   T: This is my.....    수아. S14: Hand. T: This is my hand. Ss: This is my hand.   Whose hand is it?   T: (holding her two hands) These are my...? S11: Ten finger.   I remember that during the LAST class I had with Minkyeong one of the key issues that came up again and again was this:   "How do children know the difference between an example and a rule?"   It seems to me that one of the key issues of this data is:   "How do children know the difference between a part and a whole?"   Now, are these two questions related in some way? Aren't they BOTH examples of the same general principle, the principle that some things are more particular and others are more general?     T: No no no.    Together. These two. Some Ss: Hands. T: Two... Ss: Hands. T: Mmm.. What else?    What's this?    What's this?    평재? S15: Hair. T: This is my hair. Ss: This is my hair. T: Okay. Now, I'll say the word.    I'll say the sentence.    (gesture) You point.... to your body.    Okay?    (more explicit gesture) I say. You point.    Okay, ready? S1: Yes. T: (gesture) Hold out your finger, please.    Your finger... Ready. S11: (quietly) 현미야, 뭔 말이야? T: Ready? Okay? S1: 선생님 문장을 말하면 그, 그, 그게 어딘지 짚으라고... T: Yeah, very good.    Ready? (S11 clapping: Wow... 영어)    This is my face.   What does the word "my" mean here?   (Ss pointing at their face) S11: Face가 어디야? Some Ss: 허, 모르겠냐?/ 영어로 Face도 모르냐? / Face도 몰라? / Face가 얼굴이야. T: 석진~! (석진 was spacing out)    Where is your face?    Point. Point to your face.   What does the word "your" mean here?   (석진 looks around and points) T: Yes, yes. Good.    This is my ear.   Notice that the word "my" means EXACTLY THE SAME THING as "your". How does this happen?   Remember that Volosinov argued that "sense" refers to whole utterances, while "meaning" tends to be isolated within particular words.   If we take the utterance as a whole, it is quite easy to see how "Point to your face" can mean exactly the same thing as "This is my face".   But if we take it as a sum of its parts, we find it very difficult to see how "your" can mean exactly the same thing as "my".   (Ss are pointing at their ear/ears)    This is my ear.    (looking at another student spacing out) 윤아...! Some Ss: 오석진! 야, 오석진! /           왜 계속 안 하고 있어? / 얘는 계속 이러고 있어. (laugh) T: (pointing at her one ear) This is my ear.    (pointing at her both ears) And THESE are my .... Ss: Ears.  T: Ears. T: Okay. This is my nose. (Ss pointing at their nose) T: This is my back. (Ss pointing at their back) T: My back. S11: Back. T: Back. S11: Back. T: (singing the tune she taught in the previous lesson) Bring back. T/Ss: Bring back.   Is this SOUND uptake or MEANING uptake?   T: Okay, remember?    Mm... This is my hand. (Ss showing their hand) T: These are my hands. (Ss showing their both hands) T: These are my fingers. (Ss moving their fingers) Some Ss: Fingers. T: This is my mouth. (Ss pointing at their mouths) Some Ss: Mouth. T: (pointing at her mouth) My mouth.    This is my hair. (Ss touching their hair) T: 석진. Don't sleep, please.    This is my neck. (Ss pointing at their neck) T: Neck.    석진, this is my neck.    This is my leg. (Ss pointing at their leg.)    One leg.    (pointing her one leg) This is my leg.    These are my legs. (Ss pointing at their both legs) T: This is my foot. (Ss pointing at their foot) T: This is my toe. (Ss pointing at their toe) T: Good. Next..    Ah~ What do we call this?    What is this? Some Ss: Arm. (Some Ss raise their hand) T: 영훈. 아아.. Sorry. 영현? S16: Arm. T: Arm. This is my arm. Ss: This is my arm. T: These are...? T/Ss: My arms. T: These are my arms. Okay?    What else? S11: Eye. T: Ah, yes!    These are my... (T/Some Ss: eyes.) T: Okay, everyone.    These are my eyes. Ss: These are my eyes. T: Now, I want one student. Here... to speak.    Who wants.. wants to come and speak? S11: 음...뭔 소린지.. 한국말로.. S10: 여기에 와서... T: Yes.    (gesture) Who wants to come here (S10: 여기 와서... 행동으로 나타...) and say the sentence? (S11 raises his hand)    석주, please. (S11 walking to the front) S17: 말하고 행동 하라고... S10: 나와서... 너가 하고 싶은 말을 하라고.. T: (pointing at S11) He says and we point. (S11 points at his head) Ss: 말로 하라고!! S11: Head. T: No. This is.. S11: My head! (Ss pointing accordingly)      한 번 더요?      Tooth. (Ss pointing accordingly)      Mouth. This is my mouth. (Ss pointing accordingly) T: Good!    Next. Who?    Who wants it?    현정?    Mmmm.. 현미? S11: Eye는 하지 마. S10: 할 거지? S1: These are my eyes. (Some Ss laugh)     This is my hair. (Ss pointing accordingly) S18: 야, 희정이 외계인이 됐다. S19: 야, 희정 뭐해? S1: This is my arm. (Ss pointing accordingly) T: 예림. 이예림. S2: 뭐하지?     (pointing at her nose) This is my nose. S1: 에? T: No. Don't show. Don't. Just say. S2: This my mouth ... mouth. (Ss pointing accordingly)     This is my ear. (Ss pointing accordingly) S1: 한 귀지?     Those are... These are... S2: This is my.... hair. (Ss pointing accordingly) T: Good.    Next, 민호, please. 1) Suppose you wanted to teach a "Listen and RACE" GAME: 질겁게 춤을 추다가...   Which is a better structure?   a) This is my... b) Point to your...   Why?   2) Minkyeong claims that the children have REALLY MASTERED the article here. Have they mastered it as SOUND or as MEANING? How can we tell?   Suppose we want to test this. Which would be a better structure?   a) Point to a ... b) Point to your ....   Why?