Evaluate: LL use for regulating behaviors 91!

As identified in the previous sections, LL is mostly used in the teacher’s direct and evaluate phases. For example, in Table 4.25 above, the teacher begins with Focus phase in LL and Affirm in TL. This is a typical example of interrole language shift when the initiating moves in one learning cycle is in LL and closing moves in TL. LL is mainly used to support students’ understanding of the questions and elaborate the meaning. In this example, TL is used for introducing the lexical item ‘scared’ that is new to the students.

So far, the teacher applies LL mostly for regulative purposes in Direct phase, and pedagogic purposes in Evaluate or Elaborate phase when negotiating or extending lexical and phonological knowledge. Given that students’ TL knowledge is rather limited, LL does not seem to be purposefully avoided by the teacher and students also negotiate and discuss with their peers mostly in LL.

For instance presented in Table 4.26, when S74 proposes the incomplete genre of the spoken text, some students ask him to add one more sentence with a Query phase in LL: “what is its sound?”

spkr exchange gloss Cycle phases roles

T S74 [S74 SAY THAT AGAIN

THEN]

Direct rprp

W [LOUDER PLEASE] Request rprp

S74 It's small. It's {cannot be

identified***}. It's short. What is it?

Propose rp

Ss [BUT WHAT IS ITS

SOUND?]

Query rrp

4.26 LL use in dynamic moves (1)

Students get engaged in this activity by questioning the speaker and requesting for more information. Dynamic moves can be identified when students request for a replay (rprp) of S74’s spoken text. S74 says his text again (rp), yet with one sentence still hardly heard. Thus, the other students respond by asking him to repeat the sentence (rrp) which is however ignored by the teacher. Instead, she continues by asking a Focus question shown in Table 4.27.

T [WHAT ON EARTH IS THE ANSWER?]

Focus dK1

Ss [HE LACKS TWO POINTS.] Differ ch

T [THERE ARE NOT

ENOUGH CLUES, SO YOU CANNOT FIND THE ANSWER, RIGHT?]

Check rch

W YES. IT HAS NO SOUND. Confirm

T It goes… [OH, NO SOUND.] Affirm K1

4.27 LL use in dynamic moves (2)

The other students challenge again with a Differ phase, which gains a Check phase and Affirm phase realized by the teacher this time. It reveals that the teacher does not emphasize the genre but simply expect the other students to identify the item the speaker talks about. It later brings out a series of unexpected student discourse complaining this unsatisfactory text that S74 produces. Such dynamic moves between the teacher and students are displayed in the move complex shown in Table 4.28.

spkr exchange gloss Cycle phases Exchange

roles

participants

Ss HE FORGOT TO SAY ONE

OF THE SENTENCES.

Complain K1 T, S74

S74 I DIDN'T FORGET ANY.] Argue ch T, Class

T

[ALRIGHT, YOU SAY IT AGIAN.]

Direct A2 S74

S74 {No response}

Ss {keep

complaining}

[NO SOUND] Complain K1 Class, T

T OK WHO IS NOT

LOOKING AT ME? YOU DON'T NEED TO SAY ANTHING NOW

Direct A2 Class

In this table, students keep complaining about the absence of a descriptive sentence in S74’s spoken text, which is yet denied by himself. The teacher follows with a Direct phase in LL attempting to stop the argument. The other students’ roles are enacted as K1 and ch (challenge). The disagreement may be due to a lack of explicit explanation on the expected genre in previous modelling phases mentioned in section 4.4.1.

4.3.3 ‘Sentence making’

Drilling practice requires students to describe their chosen ‘animals’ by using a new L2 structure

‘My… can…’ The teacher keeps applying the same pattern of preparation by modelling the target

spoken genre directly without explanation. Exchange in the preparation phase is presented in the second column in Table 4.29.

spkr exchange Cycle

phases

Exchange structure

sourcing source

T Boys and girls let's look. Direct A2 refer images, texts on the screen T Here is the monkey. And this

monkey is MY {stressed} monkey. My monkey is small. My monkey is yellow, but my monkey can dance!

Prepare K1 recall student knowledge/ prior move

T What can your animal do? Focus dK1

T One, two three, think. Have a rest. Close your eyes.

Direct A2

T One two three sit well. {Only 2 Ss raise hands and T points to S75}

Focus dK1 recall student knowledge S75 My monkey can read. Propose K2 refer images, texts on

the screen T Your monkey can read!

Very good, sit down.

Affirm K1' recall student knowledge/ prior move

In Table 4.29, it can be identified that the teacher attracts students’ attention by using a Direct phase, realized in an A2 move, which is unsurprisingly the same as the other lesson stages. She follows with a Preparation phase by presenting the target L2 structure of the new activity, which is simply realized in one K1 move. A Focus question enacted as dK1 is raised directly after the demonstration of the target text. However, after the Focus question, Teacher gives students a few seconds to prepare with another Direct phase. Her following directing language ‘sit well’ functions as a Focus question. Students are expected to respond to her by raising up their hands and get ready to propose their answers. The last move in this cycle is the teacher’s Affirm phase that repeats S75’s answer and praises him. In this phase, pedagogic activities are cycled as

Direct ^ Prepare ^ Focus ^ Direct ^ Focus ^ Propose ^ Affirm,

A2^K1^dK1^A2^dK1^K2^K1.

The main source of this preparation phase are visual and textual images on the board and the screen. Students are mainly required to recall knowledge practiced in prior moves and their commonsense knowledge about animals.

Following the modelling phase, a total of 23 students participate in describing their chosen animals with the requested lexical item (verb) in the task. Three students participate in the Elaborate phase translating the new L2 words into their LL. An example has been shown in Table 4.30. T S79 [WHO CAN UNDERSTAND WHAT S79 SAID? Focus L2 meaning dK1 Class Ss [FISH CAN DANCE.] Propose L2 meaning K2 T T !

[HIS FISH CAN DANCE! WOW, THAT'S AMAZING! WHAT A SUPER ANIMAL!]

Affirm repeat K1 Class

T Let's clap for S79.

clapping K1 Class

W {Clapping with T}

S79

Table 4.30 LL use in Elaborating L2 meaning

A new pedagogic activity phase—Request, is identified:

[ME] [MORE]

[MORE], more! Have more!

Students at the beginning of the lesson show their willingness to commence the task by raising their hands, while in this last activity, they become more engaged (verbally expressing their enthusiasm). It is interesting to notice that the last utterance in this move (Move 754 in the Appendix) involves both LL and TL. It is the first time in this lesson that students request in English. The use of ‘more’ in the utterance is believed to be influenced by the frequent use of

‘any more’ in teacher talk, which may imply that leaners’ language development is highly related to the teacher’s classroom language (Christie, 2012).