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interaction |
Number |
Percent | |
|
CD |
Marked |
102 |
23.8 |
|
NA |
82 |
19.2 | |
|
Unmarked |
244 |
57.0 | |
|
total |
428 |
100.0 | |
|
SS |
Marked |
74 |
15.7 |
|
NA |
226 |
47.9 | |
|
Unmarked |
172 |
36.4 | |
|
total |
472 |
100.0 | |
|
TS |
Marked |
15 |
3.0 |
|
NA |
427 |
84.6 | |
|
Unmarked |
63 |
12.5 | |
|
total |
505 |
100.0 | |
As we see the S-S activity has more marked and unmarked theme in the students sentences. Marked theme structures in SS are 74 out of 472(15.7%) and unmarked theme are 172 out of 472(36.4%) to compare only 15 marked theme out of 505(3%)and 63 out of 505(12.5%) in TS interaction. It shows some results below.
1. Huge NA in TS discussion so there are a lot of fragments in T-S discussion.
2. Unmarked theme structures are a lot more than marked theme in both interactions.
3. S-S interaction has more structured(marked and unmakred) sentences than the TS discussion.
So we can have some questions here like this:
1. Why are there a lot of fragments in TS discussion?
2. How and why the students use thematic structured sentenced in each interactions?
3. Why SS Role play cause more structured sentences than the TS interaction?
These all questions are related each other so when we examine the data, we can find some relative reasons.
Q1. Extract 4
T: I don't like?
Ss: Julie
T: I don't?
Ss: like Julie
As you see the teacher and Students make one structure together so when we combine two utterances together we get a unmarked structure. We also can think the students do not need to repeat the teacher's clause to answer. They say only one word(yes, no, name, place..etc). Like this TS activity has a lot of fragments.
Q2. Extract28
1)Roleplay
Dad: Caillou! both way
Caillou : Daddy, look at both way again!
Dad: Caillou, watch out!
2)TS disscussion
T: Yes, Caillou's daddy and Caillou. We look..
Ss: We look
SH: left, right
T: We look left and right, both ways. 그 다음에 we look both ways again.
This shows why the SS activity has more structured sentences as well. It's because TS activity comes before the SS activity so it helps the students say the sentence well and the students have to initiate and respond by themselves in SS activity even though sometimes those sentences are just memorized.
Extract 29
Leo's mom : Caillou! Leo! Are you hungry?
Caillou: Yes, I'm hungry.
Mom: Rosie want to...play
Cy : with
Mom: With ...you.
Caillou: No! I'm not play with her!
Mom: Caillou!
Extract 23
Caillou : Rosie it's a play...
T: with me?
Caillou: with me?
Rosie : Yes.
These data also shows some tendencies of the students' sentences. The first one is that the students put some names in front of the sentence. It's because they can avoid uncertain pronoun to certain character to make it clear. The second is they prefer polarity thematic structures with many of "Yes/No" questions. Because they can ask follow up question with this simple way. This helps students move to the next initiation in Role play. The third one is the students make questions with just changing intonation. Changing and restructuring sentence to make a question is not easy to them so they prefer this and even teachers. These cause higher marked theme structures in S-S activity.
Q3. As I thought above, if we should count the structured sentence in TS activity in different way, we may get different result. Moreover, the students got helps from TS activity already and they have to initiate, respond and follow up by themselves. That's why the SS activity has more structured sentences.
Homework revision
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첫댓글 I deleted my last sentence in my midterm revision. I thought scaffolding is not appropriate interpretation here and it's a kind of setting the scene with challenging students. i could not find a proper reason for that now..T.T