Fuentes de Información

The extract below is selected from a viewing and speaking class conducted by GT1. In this extract, the students need to fill in the blanks on the book, after viewing the video. This extract demonstrates how the teacher employs CS through the translation, to locate a specific task in the materials.

Extract 6.5

22 GT1: what is breakage?

23 (0.6)

24 GT1: the damage (.) right↑ (0.3)

25 the damage of the goods (0.2)

26 they are trying to settle the problem

27 (0.6)

28 GT1: OK (.) here

29 on page 162 (.)

30 162 ye (.)

{tr. page 162}

31 women kan yixia (0.2)

{tr. let’s have a look}

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{tr. our blank-filling task is these two dialogues}

33 GT1: watch the video and

34 pay attention to the negotiations (0.2) 35 you know negotiations ↑ (.) [tanpan] (.) OK↓

{tr. negotiations}

36 _S39： [tanpan]

{tr. negotiations}

37 GT1: between the two guys (0.2)

38 and then complete the table

The teacher, GT1, instructs the students to fill in a table related to the listening task of Compensation Negotiations. Before this managerial instruction, GT1 provides the definition of a key linguistic item in the material, i.e., ‘breakage’ (lines 22-27). At line 28, ‘Ok, here’ shows GT1’s shift from explaining a key word to giving task instruction. Then, GT1 locates the page where is with the task description, and provides a Chinese

translation after a brief pause (lines 29-30). Then, GT1 continues the managerial instruction to announce the next activity is to deal with the two dialogues. By contrast, he switches back to English to provide instructions of the given task/activity (i.e., task/activity-related instruction).

As can be seen, the CS, at lines 28-38 of this extract, is embedded in a sequence more like an announcement. CS takes place at lines 30 and 31-32, but the focus in this section will be only on the translation at line 30, where GT1 establishes the

recognisability of the location. The CS at lines 31-32 will be looked at in detail in Section 6.3, because it demonstrates another type of CS operation to deliver

managerial/instructional information.

According to Terasaki's (2004) argument, a ‘news’ announcement normally can take up the first pair part (FPP), and the relevant second pair part (SPP) is a delivery of

assessment (e.g. that’s good) or appreciation or interest (e.g. really?). This extract shows that the base FPP is to ask the students to watch the video and pay attention to the negotiations in the dialogue (lines 33-35), with the procedure-related instruction as pre-announcement (lines 31-32). Different from Terasaki’s (2004) finding, here the base FPP of announcement projects the further action(i.e., viewing the video) as the relevant next. The instruction of locating the task in the material (lines 29-30) serves as ‘pre-pre’ (Schegloff, 2007), in that it is not to project the request of a reading action in the first

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instance, but to project the procedure-related utterance at lines 31-32 before its base FPP is articulated at lines 33-35. As it shows, the instruction at line 29 is to locate the ‘page’ which is followed by a ‘plain’ translation at line 30 just after a brief pause, serving as a ‘double-checking strategy’.

However, in the collected data in this study, locating the ‘page’ to conduct the activities is a concern only in three extracts. The extract above is the only instance that the teacher translates the ‘page’ to clearly locate the task. Therefore, it is not sensible to consider this just-identified pattern of CS to be the recurrent one. Nevertheless, it is still a pattern that is worthy of such a notice. This is because the previous literature (e.g., Waer, 2012) also shows that the word ‘page’ ranks as the first key word to CS

occurrence in managerial mode. Waer’s (2012) CA analysis also demonstrates some instances that the teacher even only switches to her first language to locate the

exercises in the textbook to draw the students’ attention. In this sense, the CS in a way of a plain translation preceded by a brief pause is considered to be a ‘double-checking’ strategy.

It is also interesting to note that this CS to locate the page occurs when there is a mode shift (i.e., from skills and systems mode to materials mode). By contrast, the next two extracts demonstrate that the CS does not take place, when the instruction of locating the specific page number is delivered in the same materials mode.

Extract 6.6

01 GT1: now let's move onto next part 02 ur: in next part that will be: (.) 03 say (.)on page 163 (.)

04 on page 163 we have Viewing 2 (.) 05 refusing a claim (0.3)

06 refusing refusing a claim (.)

07 reading the following to have a rough idea of the 08 Ss: °video°

09 GT1: rough idea (.) general idea (.) right↑ 10 we also have two gentlemen here (.)

11 one is Steven(.)

12 he is the head ((then inaudible))

13 and Mr Arther (.) He is a German businessman

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15 he is drafting a compensation(.) 16 so on next page 164 (.)

17 we have some questions for you(.) 18 Do also discuss all the questions

19 we need to get the option for the three questions

In this extract, the teacher GT1 instructs students to read the questions on the text material before viewing the video clips. As can be seen from line 03, 04 and 16, GT1 just introduces the page number without any translation or marked attempt.

Extract 6.7

01 DT1: _{detailed Reading(0.3)}

((shown on the slide |then DT1 taking up the book with the reading text)) |Ss turning to looking at the text in the book

02 name cong zhege difang kaishi ne women jiu zhijie guo yixia(.)

{tr. So from here ne we just quickly go through it} 03 dang women jiangdao zhongdian jvzi de shihou(.)

04 women jiu yiqi kanxia(.)Ok↑

{tr. when we meet the important sentence (.) we’ll have a detailed learning}

05 Ss: ah↓

06 DT1: name women zheyang xian ba shengxia de

07 cihui gei dajia shun yibian(.)

{well, so we will go through the vocabularies first} ((inaudible in L1)) OK↑

08 DT1: turn to page 160 (.) OK↑ (0.2)160 09 the first one is measure (.) measure

10 (0.6)

11 _{〈a herd of〉 (.) yiqun ma (.) yiqun yang (.)} 12 a herd of horses(.) a herd of sheep (.) OK↑

The extract above is selected from a reading comprehension class. It starts with the teacher DT1’s instruction to do ‘detailed reading’ (line 01). GT1 uses the L1, i.e., Chinese, to explain that they are going to read the texts (lines 02-04). The teacher continues to use Chinese to explain what they are going to do prior to the reading (line 06). Then, he switches back to English, asking the students to turn to page 160 (line 08).

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In this extract, as to the mode, it can be seen that the instruction at line 02-07 is in managerial mode. i.e., the secondary mode. This is because the mode starts from materials mode at line 01, then temporarily shifts to managerial mode (lines 02-07), and finally goes back to materials mode at line 08. Therefore, the instruction to locate the ‘page’ (line 08) takes place in the main materials mode.

It is interesting to note the difference between the instruction to locate the page number for a certain task/activity between Extract 6.5 and Extract 6.6 as well as Extract 6.7. That is, GT1 translates the ‘page number’ in Extract 6.5 when there is a mode shift, whereas, within in the same materials mode, GT1 just simply delivers the page number or repeats it when necessary. Similarly, the teacher DT1 uses ‘OK↑’ in the rising tone and then repeats the page number ‘160’ in English, when the interaction takes place within the same mode. In other words, the mode shift may be a reason for the

occurrence of the translation of a task/activity-located instruction (e.g., informing the ‘page number’), in that such a translation can assist students to follow the change of the interaction move.

6.2.4 Student-initiated CS repeated and integrated into the questioning in target