Learning in the Sequence - Assignment Example

Note: If you need anything, please just send a message. Thanks! i. In the two extracts in this section you should: 1) Identify first pair parts, second pair parts, base adjacency pairs (BAPs) and any expansions of those BAPs. 2) Describe the sequence as an example of classroom interaction 3) Consider any potential for learning in the sequence, based on evidence from the data. (1) K-TR14:516 47 T-Barry: Ho:pi¿= c’ld you do:- (0.5) e:h;= do number 48 o:ne? 49 (2.5) 50 S4-Hopi: I’m twenny one yea;rs o:le, (0.4) bur-u my 51 paren’s e-still: (0.2) treat me: (1.3) 52 l:ike uh (1.9) *°u::::h°* (2.1) like a 53 chi:ld? 54 T-Barry: Right. (0.2) great jo:b. 55 (0.8) BAP –FPP : Lines 47-48 BAP – SPP : Lines 50-53 Expansion : Line 54 Analytic description of the sequence: Teacher Barry asked Hopi if he could do number one in line 47 to 48. Although there is no direct evidence, the teacher’s request to “do number one” suggest that there was a list of questions to answer and Hopi knows about it. The short 2.5 seconds delay in Hopi’s response and the absence of any turn holding between the request and response confirm this assumption. Hopi’s response in line 50 suggests difficulty and hesitation as evidenced by increasing delays between phrases and ‘uh’ as he repeats the word “like”. Teacher Barry accepted the answer as correct with ‘Right...great job’ in line 54 which can be considered a positive assessment of Hopi’s answer. However, if the request ‘do number one” in line 47 to 48 was merely to read the statement in number one, then the short 2.5 seconds delay in Hopi’s response and the absence of turn holding was merely time consumed silently reading the statement before responding. Similarly, the delays in expressing each phrase can be viewed as difficulty in reading while repetition of the word ‘like’ was a self-correction before uttering the world ‘child’. The sequence is typical of three-part classroom question-answer-follow-up structure. Comments on potential learning sites in the sequence: Assuming that the ‘do number one’ was a request to answer a particular question, then there is some evidence of actual learning in this sequence as there were no considerable short delays between the request, the response, and making SPP. Although, there are clear signs of hesitations and delays between phrases, Hopi managed to give a full answer. Repeating the word ‘like’ was not a correction but more of hesitation in expressing the word ‘child’. If the assumption that line 50 was a response to a certain question is correct, then it is not easy for somebody at 21 to admit such kind of parent-child relationship. There is no indication that Hopi was planning his answer since the delays between phrases is too short. He was probably constructing each phrase as evidence by a couple of short delays followed by longer 2.1 seconds due to his hesitation in letting everybody know that he is still being treated as child. If the request was to read a written statement in number one, the delays between ‘still’ and ‘treat me’ and the longer 2.1 seconds delay in saying the word ‘child’ were merely due to difficulty in reading and verbal expression. However, whatever assumption is correct; both suggest actual learning mainly due to the speed of response and absence of repair. (2) K-TR14:404 1 T-Barry: S:o:; c’n you make another sentence:¿ 2 (0.9) 3 T-Barry: Mi:chael? 1-9’00” 4 (0.5) 5 S3-Mike: ((clear throats)) 6 (5.7) 7 S3-Mike: a:h; (0.4) i- looks as dough; (0.3) Korea:; 8 (0.8) will: (0.5) win: Hollan:t-h; (0.5) 9 >t’marrow u::hhh (0.2) someti:mes in- (.) like‘n 66 -> th’ aftern:oon;= when you are in thu:::h 67 -> (0.7) tsk (0.4) ·hhh °on thu:h-° thuh 68 -> bea:ch,= so: thee:- (0.3) we~- (.) can eat; 69 -> (.) frie:d sa:rdi:nes. 70 Colin: Not [frie:d, they m:ainly di- ] 71 Roberta: [e- I: don’ (*li:ke i:t*) ] 72 Colin: (.) gri[:lled. Line number of the bricolage turn: Lines 65 - 69 Description of the features of the bricolage turn: Lines 65 to 69 show how Roberta struggle to answer Colin’s question in line 53-63. Roberta exhibit some hesitation with the 0.3 seconds before taking her turn, (0.2) seconds before mentioning ‘sometimes’, 0.7 seconds pause before an alveolar click followed by in breath ‘hhh’ after 0.4 seconds, and finally affirming that “we can eat fried sardines” after another 0.3 seconds of delay. Here the first question was answered by “sometimes like in the afternoon when you are in the” 0.2 seconds after expressing her turn with an “uh”. However, the progression was hindered by a number of hesitation until she finally took turn again and continue with “beach”, as short 0.3 seconds delay, and “we can eat fried sardines” to complete her answer. Comments on potential learning sites in the bricolage turn: Lines 65-69 has several bricolage turn before Roberta finally put her turn together. The bricolage comes after Roberta secured her turn with an ‘uh’ in line 65. She never intended to affirm it with a ‘Yeah’ as she was clearly aiming to give a complete and informative answer. Although Roberta’s turn was delayed by some hindering elements, she managed to give Colin further information about sardines and its popularity. The learning took placed in the later part of the sequence from 65-72 where Roberta and Colin exchanged views. Read More