Métodos de calibración

In my data, it is commonly seen that the shift of discourse is connected with the provision of managerial/instructional information in the managerial mode. However,

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based on the sequential analysis, the instruction orients to a shift of topics, modes, or/and activities. In this sense, the CS instances in the following extracts are in a move to a shift. Also, due to its nature being with the function of providing the managerial instruction, it possesses the features and format of CS discussed in Section 6.3. Therefore, this section just simply summarises the CS pattern as “Chinese shift indicator as a preface of the following managerial instruction in Chinese”. Also, the analysis of the following extracts will focus on how the instruction is preceded by the shift indicator to indicate a shift. For example, the Extract 6.16 and Extract 6.17 demonstrate how the shift move is indicated by a sentence-initial Chinese marker ‘na’ and ‘name’, with the context-related meanings of ‘and so, so, well or then’.

Extract 6.16

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 background in this extract is that the class has just finished the ‘language focus’ stage, which deals with some key vocabulary learning in details through using slides. This extract starts from the DT1’s instruction that the class will have a detailed reading of the text that is presented on the slide (line 01). Then, DT1 picks up his book with the reading passage, and the students also turn to look at the text in their hands. However, the detailed reading in this class is not planned to be dealt with sentence by sentence

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as usual. This shift is shown by DT1’s deployment with a Chinese sentence-initial marker ‘name’ (tr. so) as preface to such an instruction of just quickly going through the text unless they meet the key sentences (lines 02-04). This shift gets the students’ recognition by their response ‘ah’ in the falling tone when DT1 uses the try-marker ‘OK ↑’ to check whether they are staying with him in the discourse flow. However, the teacher still does not go to the reading action as he orients to. Instead, he guides the students to go through the rest listed vocabularies in the book that are not looked at during the earlier ‘language focus’ stage of this class. This time, DT1 still uses the Chinese marker ‘name’, which means ‘well’ here, to show this shift, and then continues his instruction in Chinese at line 05. In sum, the CS indicating a shift at lines 02-04 occurs when there is an ‘attention shift’ from a common focus (slide) to their own text on the paper, and the CS showing a shift at line 06 takes place when the on-going activity is suspended by the teacher. Also, it needs to note that the suspension in this extract is related the teacher’s pedagogical goal at that moment rather than a breakdown of the interaction. The next extract is also from DT1 to use a Chinese shift indicator to show a mode shift move.

Extract 6.17

159 DT1: the second (.) the second sentence (.)

160 (3.4) ((showing it on slide, zhezhong wuzhi tanxing 161 henhao,nengou lashen cheng renhe ni xiangyao de

waixing ))

{tr. this material is flexible, and can be stretched as you like

162 DT1: name zhege xuyao dajia sikao yixia (0.3)

{tr. name ((then)) this needs you to think about it}

163 na wohui zhaoren zuo yixa（.）OK↑

{tr.na ((then)) I will nominate someone to do it}

164 (30.0)

165 DT1: ready?

166 (1.5)

167 NAME.

168 (4.0)((SN7 stood up but not answered))

This extract is from a translation practice to enhance the students’ understanding of the word ‘flexible’. Given that this is their second translation practice, therefore both the teacher and the students have a shared understanding of what needs to be done: translating the sentence provided in Chinese, shown on the slide. The teacher DT1 just

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plays the slide to show the prepared sentence, using 3.4 seconds (lines 160-161). Then, he switches to the Chinese instruction, telling that he will nominate someone after giving them some time to think about it. It is clear that this Chinese instruction is also preceded by the Chinese sentence-final marker ‘name (tr. Then)’ at line 162, and ‘na (tr. then)’ at line 163. As can be seen, this shift indicated by CS preceded by the indicator takes place in the secondary mode (i.e., managerial mode), whereas the main mode is materials-based skills & systems mode for a translation practice with assistance of the slide (lines 159-161). The similar case also occurs in another teacher’s discourse in the following extract.

Extract 6.18

28 DT3: I don't think I need to translate the sentence 29 in Chinese(.) ((the sentence on slide is ‘We did 30 have a Wiffle-ball set, but we would have been 31 hard pressed to find it in our playroom’)) 32 But here pay attention to the words

33 we did (0.4) biaoshi qiangdiao (0.2)duiba↑ {tr. Being emphatic(0.2)right↑} 34 qiangdiao de zhege danci zai zheli

{tr. emphatic, this word here}

35 the sentence is a concessive clause

36 with an emphatic did

37 qiangdiao zhuci (0.2) {tr. emphatic auxillary}

38 zheshiyige rangbu zhuangyu- rangbu congjv {tr. this is a concessive clause}

39 _{biaoshi rangbude zheyang zheyang yige：：congjv}

{tr. which indicates concession, such a:: sentence}

40 (0.4)

41 DT3: name jiexialai ne (.) {tr. name ((so))then}

42 women lai kan yixia diyige jvzi

{tr. let’s look at the first sentence} 43 ((reading))we did surf the internet

44 for necessary information

45 but we didn't find anything significant

46 (1.5)

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48 (3.6)

49 DT3: we did surf the internet but

50 we didn't find anything significant

51 (3.7)

52 na wo zhao tongxue lai zuo yixia ha↓ (.) NAME ((SN3))

{tr. na ((so)) I will nominate a student to do it ha↓ ((OK?))}

53 (4.5)

54 SN3: queshi (.)women {tr. We (.)did}

This extract is about discussing the use of the emphatic auxiliary ‘did’ that emerges from a reading text. The teacher, DT3, shows a sentence with ‘did’ on the slide and explains ‘did’ is used for an emphasis and the shown sentence is a concessive clause (lines 28- 39). Then, DT3 orients to guide her pedagogical agenda to the exemplified sentences for translation practice. To do so, she uses the Chinese shift indicator ‘name (tr. so)’, followed by the imperative instruction in Chinese as well, to announce that her next move is to direct the students to look at the first sentence (lines 41-42). After the significant pauses (lines 46, 48 and 51), even after repeating the given sentence, there is still no response from the students. Therefore, DT3 uses Chinese for the instruction delivery, which is also preceded by ‘na (tr. so)’, informing that she will nominate a student to translate the sentence (line 52). The nominated student (SN3) finally tries to translate the sentence after a pause of 4.5 seconds.

As shown in the abovementioned extracts, ‘na’, or ‘name’, with the meaning of ‘so, then’, are frequently used as shift indicators. The analysed data also shows another type of shift indicator which is exemplified in the extract below.

Extract: 6.19

01 GT1: ((reading))I really regret to say that 02 we couldn't bear your filing such a claim

03 (0.3)

04 haishi yige zhezhong jvjue (.)duiba↑

{tr. this is also a refusal (.)right}

05 (0.5)

06 GT1: hao(.) zhangwo xia zhege jvxing jiegou (0.2) {Ok(.) memorize this sentence pattern} 07 I regret to say that

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08 (0.8)

09 GT1: the sentence pattern here (.)((showing next sentence)) 10 I'm afraid that I cannot what what (.) right ↑

In this extract, the teacher, GT1, goes through some expressions about how to refuse a claim. This extract starts with a reading ‘I really regret to say that..’ , followed by a switch to Chinese to check and enforce the topic, a refusal, for the students’ understanding (lines 01-04). This interactional discourse is all about the linguistic knowledge, which is in skills and systems mode. Then GT1, after a pause of half a second, continues to use Chinese, asking the students to memorise the sentence pattern, ‘I am afraid that...’, which is the managerial instruction. This sudden shift is prefaced by a token ‘hao (tr.OK)’ in Chinese. Then GT1 continues to discuss the next sentence pattern ‘I am afraid that…’ after a pause of 0.8 seconds for the students to remember the previously discussed sentence pattern (lines 08-09).

As shown by the extracts above, the shifts taking place by a shift indicator combined with the managerial instruction in Chinese is just temporary, compared to the other mentioned discourses in main skills and systems mode or materials-based skills & systems mode. And also, the shift indicator can facilitate the students to follow this sudden shift to understand the procedural instruction.