Word--＞Translation--＞Spelling--＞Word: The VERBLESS Life Cycle of the Pine Tree

It’s interesting that Mr. Yun feels that these are THREE turn construction units, and not:   ONE (that is, it is a single turn) TWO (that is, there is a PROJECTING portion and a PROJECTED portion, an INTERACTIONAL portion and a PEDAGOGICAL portion) FOUR (four clauses) FIVE (five pauses)   In conversation analysis, lines are usually turns, but not always (sometimes TIME is used, with each line being a fixed period of time). So Mr. Yun might do it like this:   T: everybody, look at the screen. let's read together. repeat after me.  Pine trees(.) have a(.)  life cycle.(.)   But I think his decision is correct. Why? Well, first of all there seem to be three DIFFERENT social actions going on here: getting attention, giving information, and then checking. Secondly, it seems to me the T PAUSES in various places, waiting for somebody else to self-select.   That doesn’t happen. Why not? Well, let’s think. One of the very first psychological problems that CA addressed had to do with turn taking, and that the turn taking rules consisted of:   a)    The Selected Speaker Rule: The current speaker can MENTION who is supposed to speak next. b)    The SELF-selection Rule: IF the current speaker does NOT select the next speaker, the next speaker may self select at the next transition relevance place (turn boundary). c)    The CONTINUATION Rule: If the current speaker does NOT select the next speaker AND the next speaker does not self-select at the next transition relevance place, then the current speaker goes on talking.   Now, it seems to me that “Everybody” might be considered to be an instance of a). That is, “EVERYBODY” is the next speaker. Imagine Mr. Yun had done this:   T: 영미아, look at the screen. 영미: 예?   We might, in this situation, reasonably expect that Yeongmi is the next speaker. But Mr. Yun DIDN’T say this. He said “Everybody”. So “everybody” expects that “everybody” will be the next speaker. Is “everybody right?   Ss: pine trees(.) have a(.)  life cycle.(.)   Note the perfect use of the plural, and also the article ‘a”. And now, a puzzle. The teacher pauses three times. Each time is a possible Transition Relevance Place. But “everybody” waits until the very last one to repeat. Why?   T: pine tree가 뭐였어요? Ss: 소나무   Notice: the same pattern we saw in Mr. Yun’s earlier data. Remember:   T: What does the living thing mean. living thing은 무슨 뜻이예요?   In both cases, we get something in English, and then the teacher operates on it in Korean. In this case, the teacher operates WORD BY WORD.   T: HAVE? Ss: 가지고 있다. T: 가지고 있어요. what?   Notice the two-part turn structure, responding and then reinitiating. How does the teacher response to the response differ from the children’s response? Which one is PURE TRANSLATION and which one is UPTAKE? Which is more PEDAGOGICAL and which is more INTERACTIONAL?   Ss: 한 살이, life cycle   And we see that the children have completely internalized the idea: an English word, and a Korean gloss. But which comes first?   T: let's look at the step.   Why is “step” singular? Here’s why:    first step(.)  what's the first step?   Ss: CONE T: How do you spell?   Notice that “spell” is a TWO participant verb.   See                    Look (at) Hear                   Listen (to) Touch                 Point (to) Say                     Talk (about) Spell                   Write (about)   Ss : C(.) O(.) N(.) E(.) T: first step is what? Ss: CONE   Notice the use of a highly marked question. Why?   T: next step is(.)   I think that this tells us something about why.   what's this? 인재: cone   What is happening here? It’s very hard to say. It looks as if the teacher is able to GET AWAY from the marked question form (probably based on a statement form) and create a quite simple unmarked question. But is the answer satisfactory or not?   T: 여기 떨어지는 거 보여요? 아영 : needle   VERY unusual. The teacher speaks in KOREAN and the children respond in English. Can you explain?   T: 솔방울 보이고(.) 작은 가루가 떨어지는 거 보이지요? Ss: 꽃가루? T: 꽃가루가 영어로 뭐였어요? Ss: pollen   VERY unusual. The teacher speaks in KOREAN and the children respond in English. Can you explain?   T: how do you spell. Ss: P(.)O(.)L(.)L(.)E(.)N T: third step    how many cones are there. Ss: two cones T: two cones 가 있어요.    그런데 ON the hands   손위에 뭐가 있나면 Ss: 씨앗 T: how do you say in English. Ss: seed T: you're right. SEED  and then.     The teacher ANALYZES the cycle into WORDS. The words are translated into KOREAN.   Are the words NOUNS or VERBS?   How are the nouns LINKED together into a cycle?