Re:(WEEK4) 과제 올립니다

[kellogg]

Thanks, Jinyeong. This morning I did 100 sit ups (well, 2 x 50) and ran around Boramae park four times (about forty minutes if I run to the park and back too). So I'm in good shape again!

And the homework looks wonderful! Notice how Jinyeong uses SPSS graphs, first to explore the data and then to comment on it qualitatively.

I'm a BIG believer in BOTH qualitative AND quantitative research. When we teach, we have a pretty good sense of what is going on. But there is SO MUCH detail, it is hard to draw any conclusions. When we calculate, we have a good sense of what exactly happened how many times, but it is hard to tell what is REALLY going on. So we need to do both, and that's exactly what Jinyeong is doing here. (Besides the pictures of her kids are REALLY cute!)

Notice that you've got an unmarked column in your bar graph for period three, Jinyeong! That always means that you've got some empty cases in the SPSS file (usually at the end). Have a look! (Period 4 looks fine.)

Now, BECAUSE Jinyeong has done such a good analysis of the data, I'm only going to look at PART of it here. In particular, I want to focus on the part from "how are you" to "Me too". That's the bit I'm going to call "chat".

Jinyeong uses a lot of RED in the script already, and she also uses blue, so I'm going to use italics.

T: How are you?

SS: (각자 대답함)I'm....     And you?

T: 우. I feel good.     I'm SO happy.

Good stress! It's hard to move stress from the ends of sentences (my undergrads have a VERY hard time doing it). But it's important!

One of the big advantages of Barack Obama over Hillary Clinton is that he was a professor at my old school (University of Chicago) for many years. University of Chicago professors are good at stress, and that is VERY true of Obama. When Obama puts a stress at the end of a sentence, you know it's because he wants it to be there. That's not always true of Hillary.

S1: Why?

S2: Why?

S3: Why?

T: (창밖을 가리키며) Look.    How's the weather?

SS: It's sunny.

T: Yes.    It's sunny. (UPTAKE-T⓵)     Because it's sunny, I'm very very happy,

S1: everyday, it's sunny.(UPTAKE-S⓵)

I think this shows CONSIDERABLE language sophistication. S1 could be saying something like this:

S1: That's not such a good reason to be happy. Every day is sunny. So why are you so happy on THIS sunny day?

OR:

S1: You are so happy just because it's a sunny day. But I'm not so happy; I'm tired of sunny days.

How could we find out which one he means?

T: And? (아이들을 손으로 가리킴)

Something missing here, no?

S2: (안 들림)

T: You are all smiling.  So I am happy.    (한 아이를 가리키며) How about you?

S3: So-so.

Notice that this is an unmarked answer. There's nothing remarkable about it. So it would be STRANGE if the teacher uptakes it. Sure enough, the teacher does not.

(This is SOME evidence that our interpretation a) was correct--perhaps the teacher is worried that the children will get cynical about her answers.)

In any case the teacher has handled S1's response VERY skillfully, and the children have clearly seen that when a response is MARKED there will be a follow up question but when a response is NOT marked there probably won't be one. This is a very important principle about 듣기 말하기 that we don't usually teach.

T: (다른 아이) How about you?    How are you?

S1: I'm so happy.

Clear example of S1 uptake. This is particularly noteworthy because S1's response to the teacher's use of this expression‎ was so cynical!

T: So happy?    Why?

S1: 음..because 그냥

T: Just because?    그냥, just because.    Right?

S2: I have no idea.(Can it be UPTAKE? I didn't count this)

It COULD be uptake of the teacher's uptake. First the T is trying to help S1 formulate his answer (그냥) is an English way ("Just because"). But "Just because" is not really a grammatical answer: it doesn't contain a single clause,  although sentences containing "because" usually have TWO clauses. So the CHILD reformulates what the TEACHER is saying, like this:

S2: (I'm so happy but) I have  no idea (why).

T: How about..   음, Do you want to ask her?

Notice the indirect speech form! We see a lot of these. There must be a good reason for them, but I don't really know what it is.

a) Our teachers want to use POLITE REQUESTS, not commands. These are IN THEORY more reversible.

b) Our teachers tend to use DIRECT ways of teaching about language. This means that METALANGUAGE is preferred.

c) Our teachers like to use UP intonation, because it is a good way of getting other students to come in.

I can also think of some good reasons NOT to use indirect forms.

a) They are longer.

b) We might get yes/no answers which we don't want.

c) They prevent direct S-S discourse from developing out of S-T-S.

S1:How are you?

S2: Good.

T: Good. You!

Of course, "You!" is not terribly polite in ANY language. But it works!

S1: (웃기만함)

S2: (웃기만함)

T: Good.    Ask him.

S1: 어떻게 물어봐야 돼?

T: 기분 어때?    How are you?

S2: Fine.(S-S)

T: Is anybody very very happy today?(T-ANYONE⓵:Success)

(손들라는 지시 후 한 명 지목, 여러 아이들이 손 듦) Why?

S: Because I have an English time.

(Obviously, the first answer for T-Anyone was from 사교육 student)

Yes, and there's an overuse of the article. Because "time" is an abstract concept ALREADY we don't use countability to express abstractness. Will the teacher reformulate correctly? Of course she will!

T: And what about English time?(THEME-T⓵ : Fail. too difficult. Even more than 'Tell me')

S1:(반응 없음)

T: Why do you like English time?(SUCCESS:Tuned input)

Jinyeong is trying to use the disctinction between:

a) roughly tuned input

b) finely tuned input

The idea (it's a VERY old one now) is that "roughly tuned input" is understandable but not directly useable, while "finely tuned input" is understandable and directly useable. But notice that the theory is that roughly tuned input is GOOD and finely tuned input is BAD. That's not the theory the teacher is using here!

S1: Because I can speak English.

T: 우, that's great.    How about this?

   Is anybody else very happy like him? (T-ANYONE⓶: Success)

Notice that the teacher does NOT generalize the very specific answer. She does not say this:

T: Does anybody else like English time because they can speak English?

She AVOIDS doing this because she recognizes that S1 is an exceptional student. She wants to find a more GENERAL topic that is more likely to be shared. So she goes back down the tree to a "yes/no" question and she retreats from experience to feelings. And it works!

(3명만 손을 들다) → Ss must've been scared of "Why?" and the first answer was not ideal for UPTAKE

T: Why?

S1: Because it's sunny.(UPTAKE-S⓶, Copy T's answer "Because it's sunny', exactly)

Suppose we RECORD the answers in some way. Will it make a difference?

T: 아. The same reason.    Me, too.(※On purpose in a hope to get this from Ss)

   Is anybody very very sad today? (T-ANYONE⓷:Success) (서 너명 손 듦)

S: Me

T: Why?

S1: Because, 어

S2: Say, I don't have no idea.(S-S)

This suggests that S2 is anxious to SELL this sentence to somebody!

S1: 어, 학원이 뭐지?(S-S, Korean)

S3: Academy(S-S)

S4: 야, 아니래(S-S, Korean)

S5: Me, me!

S1: English Academy, test very many and(UPTAKE-S⓷)

S2: Korea 체크 해(S-S)

T: You have English test today.(PROLEPSIS⓵:?)

Notice--no article.

S1: Yes. (안 들림)

T: That's too bad.    So where?(THEME-T⓶: Success)   Which Academy?

S1: (안 들림, 어쨌든 대답)

T: 음, is it near here?(THEME⓷: Success, but only lucky, because 'near' is not for 4th, but for 6th)

S1: Yeah.

Yes, but we don't KNOW this is understood, do we? That's the problem with yes/no answers. We don't really know how much is understood.

T: Aha.    Who else is very sad?(T-ANYONE⓸:Success. There were more Ss after the easy answer)

S1: Sad, sad

S2: Me.

T:(한 아이 가리킴)Yes?    Why?

S:어, today is 국민체조.

S2:하하.    국민체조.(UPTAKE-S⓸. Fail. T didn't translate it. I don't know 국민체조 in English :<)

"National Gymnastics?" A drill exercise of some kind?

S2: Yes.    Right.

T: When? (THEME-T⓸: Success)

S1: three

Ss: (손가락 세 개를 펴 보임)

T: Third?

Ss: Yes.

T: Class three? (PROLEPSIS⓶:?. 'third' is for 6th, so I had to say 'three' instead.)

S1: 체육시간

T: 아하, 체육시간?　(UPTAKE-T⓶ : Success. I got S-T after this ! ^0^)

   Physical Education class?(It's even a big word)

True--one can always say PE for that reason.

S2: And we have test today.(S-T, THEME-S⓵)

S3: And I am very bad.(S-T, THEME-S⓶)

T: And you have a test? (UPTAKE-T⓷: Success)

Ss: Yes.

T: Oh, no.

S1: 국민체조

T: No.    Did you memorize?(THEME-T⓹: Success)

SS: Yes/No

T: Who memorized 국민체조?(T-ANYONE⓹:Success)

SS:Me

S1: I learned one hand movement.(S-T or S-S,THEME-S⓷)

S2:와, 그렇게 했어?(S-S, Korean)

S3:맞아(S-S, Korean)

T: I can do it.(UPTAKE? I counted this! T⓸: Success)

S1: Oh, you're bad.(S-T)

T: Can you do it?

Ss: Yes.

T: Who can do 국민체조?(T-ANYONE⓺:Success)

SS: Me.

S1: a little

T:Good job.  

All right.    어, like he said, the weather is always sunny with you.

  I don't know why.   Why?

SS: (무반응)

I don't quite understand. What does it mean?

(The Chatspace could've been better without this blue part. It was useless)

T: 4학년 5반, (걷는 시늉), 4학년 5반, it's always sunny.   I'm so happy every time. You, too?

SS: No(Expected :>)

Ss: Yes.

T: All right.

S1: Me, too.(※ I told you! I finally got it!!! ^0^)

Bravo, teacher!