Role Play FIRST or Role Play AFTER?

[kellogg]

Interactions with teacher and students

I'm a little bit worry about my understanding of the homework. But as far as I understand…. I try

Do we understand why leaves turn red in the autumn? Yes and no.

Do we enjoy them anyway? No and yes.

I think that the more we understand about leaves in autumn, the more we enjoy them.

Consider the following (very difficult) poem:

Margaret, are you grieving
Over Goldengrove unleaving?
Leaves, like the things of man, you
With your fresh thoughts care for, can you?
Ah! as the heart grows older
It will come to such sights colder
By & by, nor spare a sigh
Though worlds of wanwood leafmeal lie;
And yet you wíll weep & know why.
Now no matter, child, the name:
Sorrow's springs are all the same.
Nor mouth had, no nor mind, expressed
What héart héard of, ghóst guéssed:
It is the blight man was born for,
It is Margaret you mourn for.

(Gerard Manley Hopkins)

I once tried to rewrite this for Korean middle school students. Here's what I got:

Daddy, why do leaves turn red?

Because, Margaret, trees go to bed.

Daddy, why do they go to sleep?

Because, Margaret, the winter's deep.

Daddy, the trees make me cry.

When they turn red. I don't know why.

They shed their leaves. They go to bed.

But one day they will be dead.

Daddy, we are getting old.

The bed is warm. The ground is cold.

We brush our teeth and go to bed.

But one day we will wake up dead!

When that happens, Margaret dear.

You will have your own Margaret near.

First they'll feel sad, alone.

Then they'lll have kids of their own.

Of course, it's not the same poem at all; not nearly as enjoyable. So the more we understand, the more we enjoy!

In the above bar chart there is a difference in the realization of clause structures. I think that cd text reveals the most realization of the clause.

Yes, this is confirmed by Ms. Yi's work on thematic structures. But is it a GENERAL rule? Does it apply to MOOD, for example?

 And after cd text comes role plays in ss, t-s disscussion.

Remember the bets!

Mr. Yun and Ms. Choe: The ROLE PLAY will be less complete, more fragmentary and less target-like than the TEACHER STUDENT DISCUSSION. This makes sense for two reasons: the TS discussion is FIRST, and the teacher is there to HELP the kids.

Ms. Yi and Mr. Kim: The TEACHER STUDENT DISCUSSION will be less complete and more fragmentary and less target like than the ROLE PLAY. This makes sense for two reasons: The TS discussion will help the children understand and recreate what happened, and the TS discussion also takes away the necessity for complete answers!

this phenomenon to me is thought for cd to give direct influences of students in rote drill forms. but In the cd NA(not applicable), which means clause fragments(in my understanding), reveals very small quantitative amounts. the fact that Na has very small quantitative amounts means that there is a little interactions between students and teacher. Which means that a little internalization process happens in the interaction of students and cd text.

Mr. Yun appears to suggest that there is little interaction between students and teacher. That's not at all what Ms. Lee found. She found that in fact the reason that there were so many fragments was BECAUSE there was a LOT of interaction: sentences were DIVIDED, with the teacher taking the THEME and the children taking the RHEME, or the teacher taking the SUBJECT, FINITE, and PREDICATOR and the children taking the COMPLEMENT.

Otherwise in the t-s interactions there is a great amounts of clause fragments(Na portion). this means that there is lots of interactions between teacher and students, which leads to internalize the sentence structures into the student's mind through the interactions.

Otherwise? You mean "on the contrary"?

In the aspect of ss role play there are much more realization of clause and less that of clause fragments. This situations happens because of the step of internalization process in acquiring the sentence forms according to Ms Cho. Ms Cho said in her paper, the relationships between t-s and ss in the role play is not exclusive but very complementary.

Yes. Now, what do we do with this finding? It seems to me that if Ms. Jo's interpretation of the data is CORRECT, then we should get a much BETTER result when we put the role play AFTER the discussion than if we put it before the discussion.

We didn't really test this systematically. But we did test it--Ms. Jo tried doing the role play BEFORE the discussion in one lesson. Here's what happened.

T: SH-a, na do nolgo sipdago haeyaji. (SH, you should say I want to play too!)

SH: Mom, I play.

HH: No.

(long pause)

T: Mokyoksikyeoyaji! (You have to take a shower) Caillou…

HH: Caillou. Take a shower

SH: Yes..

(long pause)

T: Narang gati gajarago haeyaji. (You should say “Come with me!”)

(very long pause)

dk