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Annual Review of Education, Communication and Language Sciences, Volume 2, 2005

 

APPLYING CONVERSATION ANALYSIS(CA) TO UNCOVER THE DYNAMIC TRAJECTORIES OF REPAIRS IN THE CONTEXT OF PRIMARY SCHOOL EFL CLASSROOMS IN CHINA

WEN-HSING YANG

Abstract

This paper aims to exploit Conversation Analysis(CA)as a methodology to uncover the dynamic and complex organizations of

interaction particularly regarding the role of repair in Chinese primary school EFL classrooms. The presenter transcribes

videotaped data, the content of which involves a teacher interacting with thirty grade-5 primary school pupils to implement the

object-identification activities. On the basis of data analysis, the paper will answer two research questions, firstly, whether there

is a reflexive relationship between the organization of repair and pedagogical focus and secondly, whether there is a reflexive

relationship amongst repair, code-switching(CS), and scaffolding. The answers for these two research questions will form my

data findings, which underlie suggestions with regard to teaching perspectives for this EFL teacher.

 

Key Words


Conversation Analysis, Adjacency Pairs, Turn Taking, Preference Organization, Repair

Introduction


          Conversation analysis (CA), a branch of ethnomethodology established and developed by Sacks, Schegloff, and

Jefferson together with their students and colleagues, has examined the fundamental organization of talk-in-interaction, which is

recurrently exhibited by participants’ conduct in a wide range of social interaction(Mori 2002, p.326). However since the

1970s, various studies have used CA to investigate the aspects of institutional interaction that are reflective of the interconnecting

relationship of teachers and students. Recent studies by Markee (2000), Ohta (2004), and Seedhouse (1995, 1997, 1998,

1999, 2004) have effectively applied CA techniques to provide a close look at language classroom interactions.

          This paper will also attempt to use CA as a method to uncover the dynamic and complex organization of interactions in

L2 classrooms. Firstly, the author explicates the principles of CA, types of interactional organization in CA, the reflexive

relationship between pedagogical focus and the organization of repair in L2 classrooms, and the reflexive relationship between

code-switching (CS) and scaffolding in L2 classrooms. Finally, the context, research questions, data collection, and data analysis

will be expanded upon. On the basis of data analysis, the author will spell out the findings and make suggestions with regard to

teaching perspectives for the EFL teacher.

Literature Review


The principles of CA


          Although CA is subsumed within ethnomethodology, CA does have its own subset of principles. Markee

(2000, p.40) defines four aims of CA , which manifest similar features to the four principles delineated by Seedhouse

(2004, pp.13-16).

          Particularly, the fourth principle and aim also uncovers what attitude analysts should have to CA. It will be the emic

perspective in which the viewpoint results from studying behaviour as from inside the system instead of the etic perspective in

which the viewpoint studies behaviour as from outside of a particular system(Pike 1967, p.37). Additionally, Seedhouse(2004,

p.16)further accentuates that analysts must ask at all stages of CA analysis‘Why that, in that way, right now?’This encapsulates

the perspectives of interaction as action(why that), which is expressed by means of linguistic forms(in that way)in a developing

sequence (right now).

Types of interactional organization in CA


          With Sacks’ arduous research in his data, now I as the analyst am fortunate to employ those interactional organizations to

conduct CA. Since these four types of interactional organization, namely, adjacency pairs, turn taking, preference organization,

and repair are closely interlinked, I will present them as a whole. While the repair is much more evident in this paper’s data, I

will present it in the next part of the literature review.

          As argued by Seedhouse ( 2004, pp.17-22), adjacency pairs consist of paired utterances, whose second action (e.g.

answer) is conditionally relevant with the first action (question). With normative reference to interactional organizations, these

two actions may continuously form a series of related social actions via the medium of language and go into the progress of

interactants’ intersubjectivity. In addition, these series of social actions will form the turn taking system.

          The properties of turn taking system are to organize allocation of talking actions amongst participants to interaction and

constrain the size of turns so as to make the possible completion of a turn transition-relevant (Schegloff et al. 2002, p. 6). Two

components of turn taking are turn-constructional units (TCUs) and transition relevance place (TRP). The former can be

sentences, clauses, words, and even non-verbal actions and the latter is the projectable end of the former (Seedhouse 2004,

pp.28-30). This structure manifests both of TCU and TRP are interlocking. In this turn taking system, it will display the

preference of organization, the structure of which consists of preferred and dispreferred actions. The preferred action can be

termed as the seen-but-unnoticed response, while the dispreferred can be divided into two types of response, viz. noticeable

and accountable, but non-sanctionable or sanctionable (p.25). As defined by Atkinson and Heritage (1984, p.53) over the term

of preference, it refers to‘a range of phenomena associated with the fact that choices among nonequivalent courses of action are

routinely implemented in ways that reflect an institutionalized ranking of alternatives.’For the avoidance of might-be-

misunderstanding comprehension, these researchers constrain the gist of these two actions as not intended to personal,

subjective, or psychological dispositions on the matter of liking or wanting. Rather as more elaborated by Seedhouse (2004,

p.23), these two acts involve issues of affiliation and disaffiliation.

          Here we obtain the sketch of turn taking system, which can manifest the interactional organization of adjacency pairs,

sequence and preference. However, the practices of turn taking might not manifest the linear sequence by virtue of the overlap

and intervention. On the basis of the norms of turn taking, overlap frequently emerges at TRP or the middle of TCU. The feature

of this action can reveal the organization of preference in particular social actions (p.29). It may display the manners of affiliation

or disaffiliation.

The reflexive relationship between pedagogical focus and the organization of repair in L2 classrooms


          As far as contexts in L2 classrooms are concerned, the pedagogical focus will undoubtedly play a vital role in the

organization of interaction. The rationale of this notion justifies that language in the L2 classrooms plays a dual role, namely, the

vehicle and the target of learning (Mori 2002, p.327). With different language roles in L2 classrooms, there are different

institutional discourses. On the basis of rich database, Seedhouse (2004) categorizes those different institutional discourses into

four contexts, viz. form-and-accuracy, meaning-and-fluency, task-oriented, and procedural contexts. It means that the

pedagogical focus may shift from one to another due to different contexts. Further elaboration is that once the context varies the

pedagogical focus varies and vice versa. Moreover, if the context and pedagogical focus vary, the organization of interaction will

totally vary.

          With a view of language learning as a creative construction process comes the view that error is an inevitable and positive

part of that process (Hedge 2000, p.15).. As argued by Seedhouse (1999, p.59), he explicates how the repair is organized

differently within each context, which manifests a particular pedagogical focus combining with a particular organization of repair.

In order for meticulously uncovering the repair organization in different contexts, Seedhouse (p.64) proposes four repair

trajectories: self-initiated self-repair, self-initiated other-repair, other-initiated self-repair, and other-initiated other-repair.

          As for the reflexive relationship between the initiation and repair, Ohta’s work (2001) shows even learners provide

assistance mutually using a variety of strategies; these strategies include scaffolding the interlocutor’s production through

prompting or co-construction, providing explanations, giving the interlocutor more time, initiating or completing repair, and

asking the teacher for assistance on a peer’s behalf. On the basis of peer repair setting, the teacher may stay behind the repair

context ( i.e. the teacher may be consciously or unconsciously ).

          On another reflexive relationship between context and repair, Seedhouse’s database (1997b, p.340) manifests a heavy

emphasis on the correction of erroneous linguistic forms is typically associated with an extreme focus on form and accuracy.

Here it reveals that in L2 classrooms it is highly difficult to achieve the dual focus, namely, on form and meaning simultaneously.

Except for delineating the interlocking relationship between repair and pedagogical focus, many applied linguists desperately

propose different types of repair so as to deliver the implications for L2 classrooms’ pedagogy. For example, Ellis et al.( 2001,

p.288) suggest six types of repair, namely, explicit correction, recasts, clarification requests, metalinguistic feedback, elicitation,

and repetition, Mitchell (1988, pp.148-151) articulates ten repair strategies, viz. repetition, substitution, explanation, contrast,

exemplification, clue-giving, pupil interpretation, language switching, and interpretation, Edge (1989, pp.24-27) simply divides

the types of repair into three categories, namely, self-correction, peer correction, and teacher correction, and Seedhouse

(1997a, pp.554-557) proposes seven strategies for conducting repair without direct, negative evaluation. Intrinsically, these

types of repair can be categorized into unmitigated and mitigated repair, face-threatening and non-face-threatening repair, or

exposed correction and embedded correction.

 

The reflexive relationship between code-switching (CS) and scaffolding in L2 classroom


          As defined by Valdes-Fallis (1981, p.95) , CS refers to the alternating use of two languages at the word, phrase, clause,

or sentence level. As for the concept of scaffolding, it refers to the temporary assistance which helps the learners accomplish a

task beyond their actual level (Wood 1976, p.98). In terms of the relationship between CS and scaffolding, findings in Ustunel’s

data (2004, A2) reveal the EFL teacher strategically uses CS as a scaffolding technique when learners show alignment with the

teacher’s pedagogical focus.

          Additionally, speaking of CA on CS, Li (1998, p.173) reminds analysts rather than focusing on the perceived, symbolic

values of the different languages, the CA approach should orient to establish the meaning of code-switching by examining in

close detail the types of interaction which involve the very act of language alternation.

Methodology
Context


          The participants consist of one teacher and thirty grade-five primary school pupils. The venue is a primary-school EFL

classroom in Shanghai, China. In the thirty-minute lesson, the teacher interacts with pupils to implement the object-identification/

naming activities, which neatly fits into one of L2 classrooms’ types proposed by Van Lier(1988, p. 156), namely the less topic-

orientation, more activity-orientation, for example, repetition and substitution. Additionally, as for the pedagogical focus, the

whole teaching interaction is composed of three contexts, viz. form-and-accuracy, task-oriented, and procedural contexts.

Research questions


          On the basis of literature findings, it manifests in L2 classrooms a) there is a reflexive relationship amongst the organization

of turn taking, sequence, preference, and pedagogical focus, b) there is a reflexive relationship between the organization of repair

and pedagogical focus, and c) there is a reflexive relationship amongst repair, CS, and scaffolding.

          As argued by Hedge ( 2000, p.15 ), error plays a positives role in the creative construction process of language learning.

Thus, the author will select the second and third literature findings as the research questions: whether there is a reflexive

relationship between the organization of repair and pedagogical focus, and whether there is a reflexive relationship amongst

repair, CS, and scaffolding.

Data collection


          The data was videotaped and the basic transcript was provided previously.* With the exploitation of CA transcription

conventions ( see the appendix 1 ) , I accomplished the detailed transcript ( see the appendix 2 ).

Data analysis


Repairs in form-and-accuracy context

Extract 1


Episode a(other-initiated other-repair with non-negative evaluation)


110 T: OK, now please look at ( 1 ) what’s this? ((the teacher takes an article of


111 clothes from the dryer)) who can tell me? what’s this? what’s


112 this? look, Yao Lee.


113 L7: jacket


114 T: jacket? <I don’t think so>, you please?


115 L8: I think ( . ) it’s a [coot]


116 T: >yes or no<


117 LL: YES


118 T: yes it’s a COAT.
          

          In Line 114, the repair is initiated by the teacher by virtue of the linguistic form uttered by L7 in Line 113, the content of

which does not orient to the teacher’s pedagogical focus. The teacher mitigates the repair by raising the tone to repeat L7’s

TCU and deliberately slowing down the pace to utter one of her TCU, viz.‘I don’t think so.’However, the teacher allocates the

repair leeway to L8. It could be termed as the teacher-initiated peer-repair. Judging from this repair trajectory, two interaction

trajectories emerge. The first one is that the teacher tightly controls who the candidate is to offer the repair. In Line114, the

candidate might be the previous speaker-L7, or the new one. Finally, the teacher selects L8 as the new speaker. At the TRP in

L114, it reveals the teacher cuts off the interaction with L7 and prompts the norm of new TCU in Line115. The second one is

that even though L7 provides the preferred action, which does not orient to the teacher’s pedagogical focus, the teacher still

utters the dispreferred action, which is noticeable and accountable, but not sanctionable.



Episode b(other-initiated other-repair with non-negative evaluation)


328 T: OK, Chen Shuangshuang

329 L24: e:r, e:r,? blue::: dress?

330 T: ?blue?? OK, sit down and this one? Chen Shuangshuang=go on

331 L24: e:r, [ gri ] skirt

332 T: OK, skirt is OK, skirt is OK, only read words, only read words, who

333 can read it? ( 1 ) Zhang Sijia

          This episode evidently manifests that although the learner utters the appropriate string of linguistic forms, which is not

identical to the teacher’s pedagogical focus, the string of linguistic forms will still be repaired. In Line329, L24’s TCU is ‘blue

dress’. In Line330, the teacher does not explicitly reveal her preference of organization until the adjacency pairs emerge in

Line331 and 332. In Line331, L24’s TCU is‘green skirt.’Then in Line332, I just fully comprehend the teacher’s pedagogical

focus is to demand the learner’s reply only one word of what the item of clothes is. Without the repair, I cannot perceive the

reflexive relationship between the preference of organization and pedagogical focus.

Episode c(other-initiated other-repair with unmitigated evaluation)

211 T: OK, now look, it’s a sweater, it’s a yellow sweater, sweater>

212 what does sweater mean? what does sweater mean?< what’s

213 meaning, sweater ( 2 ) you please, Zhang Xiancao=

214 L16: it’s a yell [ow sweater ]

215 T: [ yeah=yeah=yeah ] what does it MEAN:::? in

216 Chinese=in Chinese, what does it mean ( . ) sweater ( . ) who tell

217 me ( 1 ) Liao Xia

218 L17: Zhe shi yijian huangse de maoyi (( tr.: it’s a yellow sweater))

219 T: very good, < maoyi maoyi> (( tr: sweater sweater)) ok, read after

220 me, sweater

221 LL: sweater
( 402 lines omitted )

606 G4L2: this is a ( . ) vest, it’s a very very very ugly.

607 G4L3: don’t you think

608 T: don’t you

609 G4L3: think

610 T: don’t you think so? don’t you THINK SO? don’t you think so?

611 repeat, zai shuo yi bian ((tr:say it once again))

612 G4L3: don’t you think so?

613 T: OK= go back to your seat ( 6 ) yes, Chen Chungsen ( 8 ) louder ( 3 )

          In episode a, the repair results from the learner’s default, which does not orient to the teacher’s pedagogical focus. While

in this episode, the repair is a result of the teacher’s default, which does not precisely pinpoint the pedagogical focus. In Line

212, the teacher displays a question, which asks L16 the meaning of‘sweater.’On the basis of EFL teaching setting, I will think

the pedagogical focus is to ask the learner to elaborately describe the meaning of sweater in L2. Hence, the interactant might

reply it, such as‘a warm knitted piece of clothing which covers the upper part of the body and arms’or‘a usually woollen piece

of clothing with long sleeves, which is worn on the upper part of body.’However, I find the situation is totally different. In

Line214, L16’s reply is not in alignment with the teacher’s pedagogical focus, which entails that L16’s TRP disappears. The

norm of turn-taking in Line215 is the overlap, which can be treated as the interruption. This interaction organization reveals the

teacher’s disaffiliative action with no attempt at mitigation.

          As an analyst, I do not grasp the real pedagogical focus, which will be apparent later in Line216. In Line216, surprisingly

enough, the real pedagogical focus is to ask for the Chinese equivalent of an English word. In another words, the precisely

identical string of linguistic form is in L1 instead of L2. Intrinsically, in Line 218, L17’s reply does not fully align with the

teacher’s pedagogical focus, which is only one Chinese word equivalent of an English word. Although L17’s TCU is a sentence

not orienting to the pedagogical focus, the teacher still validates L17’s utterance and exploits the embedded correction in

Line219.

          Again in Line610, the teacher’s pedagogical focus is not precisely explicit. In accordance with the original pedagogical

focus, it will be the presenter ( G4L2) uses L2 to introduce the clothes on the model (G4L3), who needs not interact with the

presenter and the rest of classmates. However, in Line607, G4L3 indexes her enthusiasm of starting a grammatically incorrect

genuine question. With this occurrence of the sub-variety, the sequence of interaction organization manifests a change, which

compels the teacher shifts her pedagogical focus. The new pedagogical orientation is to ask G4L3 modifies her grammatically

incorrect genuine question. In Line608, the teacher intends to adopt the nonevaluatory repair initiation: other-initiated self-repair,

while in Line609, G4L3 cannot orient to the teacher’s pedagogical focus, which is to produce the correct string of linguistic

forms. In Line610, the teacher directly provides a correct version of linguistic forms. This is another method of nonevaluatory

repair initiation: other-initiated other-repair. Following three times of repetition, the teacher uses L1 as the switching code to ask

G4L3 to repeat what she said. In Line612, G4L3 provides the correct string of linguistic forms, but does not acquire the positive

evaluation. In Line613, the teacher uses a lower pitch for the words‘OK, go back to your seat’, which does not display whether

the teacher is affiliative or disaffiliative to the G4L3’s modified answer.

Episode d(the learner’s error, but peer-initiated peer-repair)

574 G1L1: =this is a [ester]

575 T: louder=louder

576 G1L1: IT’S A VEST, (a stretch of unintelligible speech in English )

577 it’s a, it’s a:n ( 1.5 ) skirt ( 3 ) it’s a::: ( 1 ) a ( . ) dress oh!

578 T: louder=louder

579 G1L2:?I don’t know?(( this model student helps G1L1 how to

580 ask for teacher’s help))

581 G1L1:?I don’t know?

582 G1L2: it’s a T-shirt

583 G1L1: oh!

584 G1L2: it’s a skirt

585 G1L1: oh! ( 1 ) very fat!

586 T: haha very fat hh ok thank you ( 1 ) go back [theres] ha::: now who

          In the form-and-accuracy context, this episode uniquely manifests the repair dynamically proceeds between two learners.

From Line574 to 577, we see G1L1 could not easily orient to the teacher’s pedagogical focus. In Line579, G1L2 takes G1L1’s

turn to quietly reply‘I don’t know,’the implication of which in fact is to assist G1L1 how to ask for help from the teacher. In

another words, G1L2 offers a problem-solving strategy. In Line581, G1L1 utters the dispreferred action to the teacher, but the

preferred action to G1L2. In the TRP of Line581, it seems that the teacher will be the next turn-taker, while the teacher’s repair

does not surface. In Line582, G1L2 directly supplies the correct version of linguistic forms as the scaffolding. In Line583,

G1L1’s TCU is‘Oh!.’

          Apparently, even with the scaffolding from G1L2, G1L1 still not orient to the pedagogical focus. In Line584, G1L2 again

provides the scaffolding. Then in Line585, G1L1 first utters the word‘Oh!’and after one second pause utters the irrelevant string

of linguistic form‘very fat.’Interestingly enough, in Line586, the teacher only responds to G1L1’s irrelevant message.

          Here the role of G1L2 needs to be analyzed meticulously. There are two dimensions G1L2 orient to. The first one is

towards G1L1, whose utterance in Line581 manifests the sign, which G1L2 interprets as not in alignment with the pedagogical

focus. The second one is towards the teacher. Particularly, in Line579, it manifests that G1L2 interprets the teacher’s following

response after Line581 will be the repair action. However, G1L1 and the teacher end up with failure to orient to G1L2’s

preference organization. These two dimensions uncover the relationship amongst these three interactants not only reflexive but

also dynamic.

Episode e(the teacher’s error, but teacher-initiated other-repair)

300 T: <this is short and this is> ( 1 ) long::: ((the teachers shows the dress and

301 skirt together)) very good ( . ) the dress.

302 LL: dress

303 T: sweater

304 LL: sweater

305 T: dress

306 LL: dress

307 T: sweater

308 LL: sweater

309 T: Oh! so sorry=sorry=I made a mistake ( 1 ) yes, who can tell me?

310 ( . ) what mistake I made, YES, OK, en:::, Wei Jiaqi

311 L23: skirt

312 T: very good, sit down please=thank you very much.

          In terms of the teacher’s mistake, this is the only case, which manifests the self-initiated other-repair. In Line309, the

teacher quickly admits she makes a mistake. After one second pause, she starts a new pedagogical focus, which is to ask pupils

to repair her mistake. This case can spell out the sequence of organization is interlocking with the pedagogical focus. With the

repair as an intervention, the sequence of organization will orient to the nonlinear sequence.

Only turn taking with no repair in task-oriented context

          From Line 440 to 559(see the appendix 2), the context can be categorized as the task-oriented context. The extract 2

will illustrate this phenomenon, which is that once the pedagogical focus varies, the organization of interaction will vary. The

extract 2 is just a stereotype.

Extract 2

494 T: (( the teacher talks to G1)) haolemei! ok, junbeyuandao

495 shedeshunsan ( . ) fungdao shedshunsan ( 1 ) linchi la! woo

496 bannei (( tr.: finished? OK, whom will be the person to put on the

497 clothes? ( . ) who will be the person? ( 1 ) cellar! I’ll help you.))

498 (a stretch of unintelligible speech in Chinese) nei shanmen

499 ipai ( . ) kei chojansheme? ( . ) T-shirt= (( tr.: the upper one ( . )

500 what can it make? ( . ) ))

501 G1L: = ijan (( tr.: on piece of)) T-shirt

          From Line494 to Line499, the teacher directly assists students to accomplish the task. The linguistic form will not

necessarily be L2. In Line499, the teacher utters a genuine question in L1. Then in Line501, G1L replies it in L1 too. On the

basis of the language they use, it manifests this extract neatly fits into the sequence of organization of task-oriented context,

whose pedagogical focus is on the accomplishment of the task. Thus, even in the L2 classroom context, the interpretation by

interactants manifests that L1 will be the best tool to speed up the task accomplishment so as to orient to the pedagogical focus

correctly. Additionally, this context entails no repair and quick turn-taking.

No turn taking and repair in procedural context

Extract 3

434 T: OK, you did very good job, .hh now I put some newspapers on

435 your ( 1 ) table and ( . ) scissor:s ( . ) and you can use this one to

436 make CLOTHES by yourself, you can make anything you like

437 ( . ) understand?

          In this extract, there is no any turn-taking and repair at all. In addition, the teacher need not worry about the interruption,

which might cut off her turn. As learners interpret this context as the procedural context, they will be attentive to the teacher’s

monologue until the TRP emerges.

Findings and discussions
          On the basis of the data analysis, I would like to sum up research findings as follows:

          Evidently, on the basis of these findings, they quite justify my two research questions. On the basis of these findings, I

would like to propose some suggestions regarding the teaching perspectives in EFL classrooms as follows:

          These seven suggestions are particularly for the teacher to take them into account. Here I should emphasize these

suggestions are only for the teacher in this data by virtue of the CA’s characteristic of single case-by-case analysis.

Conclusion

          In the very beginning, I feel quite happy to have the basic transcript. In addition, CA offers a set of methodological tools,

which will assist me to easily analyze the EFL classroom interaction. Nevertheless, the real situation contradicts my expectations.

          First, the basic transcript is not quite in accordance with CA transcription conventions. Therefore, on the basis of the

basic transcript I could not conduct the analysis effectively. Thus, I must transcribe data again according to CA transcription

conventions, then I find the transcribing is the painstaking work. Next, when I come to the phase of analysis, I encounter

difficulties, which I should analyze the transcript on the micro and macro levels at the same time.

          Finally, the most demanding thing is that I must effectively exploit the model of CA, otherwise I might be subject to the

etic approach. Encouragingly, these difficulties may prompt me to conduct the research of applying CA to another different type

of data, which will be collected by myself in the near future. Additionally, my data findings is also as the encouragement to my

future research in that my data findings justify CA has proved able to provide a holistic portrayal of language use that reveals the

reflexive relationships between form, function, sequence, and institutional context.

          Intrinsically, CA can be treated as a basic science (He 2004, p.580), which is useful for learning and teaching. If we view

L2 acquisition as a problem-solving process and consider interaction and acquisition as symbiotic with each other, then CA

studies of classroom interaction can be valuable for understanding the discourse processes that could promote EFL learning and

teaching.

Note


*The data were collected by Dr. Paul Seedhouse, the Postgraduate Research Director of IPhD in Educational and Applied

Linguistics, ECLS, University of Newcastle upon Tyne and the basic transcript was also provided by him.

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Appendix 1

Transcription conventions

? point of overlap onset

?point of overlap termination

= a. turn continues below, at the next identical symbol

b. if inserted at the end of one speaker’s turn and at the beginning of the next speaker’s adjacent turn, indicated that there is no

gap at all between the two turns

c. indicates that there is no interval between adjacent utterances

(3.2)interval between utterances(in seconds)

( . )very short untimed pause

word speaker emphasis

e:r the::: lengthening of the proceeding sound

? rising intonation, not necessarily a question

! animated or emphatic tone

, low-rising intonation, suggesting continuation
. falling(final)intonation

CAPITALS especially loud sounds relative to surrounding talk

?? utterances between degree signs are noticeably quieter than surrounding talk

 marked shifts into higher or lower pitch in the utterance following the arrow

<> talk surrounded by angle brackets is produced slowly and deliberately(typical of teachers modeling forms)

>< talk surrounded by reversed angle brackets is produced more quickly than neighboring talk

() a stretch of unclear or unintelligible speech

(guess)indicates the transcriber’s doubt about a word

.hh speaker in-breath

hh speaker out-breath

 mark features of special interest

(( T shows picture )) nonverbal actions or editor’s comments

Ja ((tr.: yes))non-English words are italicized and are followed by an English translation in double parentheses

?gibee?in the case of inaccurate pronunciation of an English word, an approximation of the sound is given in square brackets

? ? phonetic transcriptions of sounds are given in square brackets

T: teacher

L: unidentified learner

L1: identified learner

LL: several or all learners simultaneously

Appendix 2
The transcript of primary school EFL classrooms in China
1 T: ok. ONE=TWO, now let’s have a rest (2) ((students pretend to sleep
2 on the desks))
3 yes, very good. this group is very good (3.5) ok, three=four.
4 once again, one=two (1) three=four, hello my guys? ((the teacher
5 waves at students))
6 LL: hello ((students wave at the teacher)), Joyce.
7 T: ok today we are going to learn something about clo:thes en (.) and
8 also we’ll have lots of fun, now look at the blackboard, we have
9 some (1.5) pictures about clothes on the blackboard. ok what’s
10 that (.) the first one>what’s this? who can tell me? <yes
11 you>please louder=please<.
12 L1: oh, [wist].
13 T: very good VEST.
14 LL: VEST.
15 T: VEST.
16 LL: VEST.
17 T: VE.
18 LL: VE
19 T: VEST.
20 LL: VEST.
21 T: VEST.
22 LL: VEST.
23 T: an:d, the second one, what’s this? ( 0.5) (( one of students raises
24 his hand, and the teacher puts up her hand to show he can speak))
25 L2: COA:T
26 T: very good, COAT.
27 LL: COAT
28 T: COAT.
29 LL: COAT
30 T: COAT.
31 LL: COAT
32 T: COAT.
33 LL: COAT
34 T: and third one, what’s that? (( many students raise their
35 hand))What’s tha:t Wei Jiaqi.
36 L3: jack[ [jaki] ]
37 L: ?[ coat ]?
38 T: YE:S, very good=JACKET.
39 LL: JACKET.
40 T: JACKET.
41 LL: JACKET.
42 T: JACKET.
43 LL: JACKET.
44 T: JACKET.
45 LL: JACKET
46 T: an:d, fourth one, what’s that? who can tell me?= you please?
47 L4: it’s a SHIRT.
48 T: VERY? good, it’s a SHIRT.
49 LL: [shirt]
50 LL: [it’s ] a SHIRT.
51 T: it’s a SHIRT.
52 LL: it’s a SHIRT
53 T: SHIRT.
54 LL: SHIRT.
55 T: SHIRT.
56 LL: SHIRT
57 T: SHIRT.
58 LL: SHIRT.
59 T: and fifth one (.) you please.
60 LL: it’s a (.) T-SHIRT.
61 T: very good, T-SHIRT.
62 LL: T-SHIRT.
63 T: T-SHIRT.
64 LL: T-SHIRT.
65 T: T-SHIRT.
66 LL: T-SHIRT.
67 T: ok now please read after me, VEST.
68 LL: VEST.
69 T: VEST.
70 LL: VEST .
71 T: VEST.
72 LL: VEST.
73 T: COAT.
74 LL: COAT .
75 T: COAT.
76 LL: COAT.
77 T: COAT .
78 LL: COAT .
79 T: COAT.
80 LL: COAT .
81 T: JACKET .
82 LL: JACKET .
83 T: JACKET.
84 LL: JACKET.
85 T: SHIRT .
86 LL: SHIRT .
87 T: SHIRT.
88 LL: SHIRT.
89 T: T-SHIRT .
90 LL: T-SHIRT .
91 T: T-SHIRT.
92 LL: T-SHIRT.
93 T: now, who can read it?=who can read it? the ( 1 ) five words, five
94 words, who can read it? yeah, have a try.
95 L5: <vast, co:at, ja:cket, shirt, T-shirt>.
96 T: very good? <who will try?> you please?
97 L6: <vest, coat, jacket, shirt, T-shirt>.
98 T: very good, now this group, all together, three times each one,
99 understand?
100 G1LL: YES.
101 T: vest, >one two begin<
102 G1LL: VEST VEST VEST COAT COAT COAT JACKET JACKET
103 JACKET SHIRT SHIRT SHIRT T-SHIRT T-SHIRT T-
104 SHIRT.
105 T: >you did very good job< now you, TRY to be BETTER ,TRY to
106 be BETTER , vest >one two begin<.
107 G2LL: VEST VEST VEST COAT COAT COAT JACKET
108 JACKET JACKET SHIRT SHIRT SHIT T-SHIRT T-SHIRT
109 T-SHIRT
110 T: ok now please look at ( 1 ) what’s this? ((the teacher takes one
111 clothes from the dryer)) who can tell me? what’s this? what’s
112 this? look, Yao Lee.
113 L7: JACKET.
114 T: jacket? <I don’t think so>, you please?
115 L8: I think ( . ) it’s a [coot]
116 T:>yes or no<
117 LL: YES
118 T: yes it’s a COAT.
119 LL: it’s [ a ] COAT.
120 LL: ? [coat ]?
121 T: COAT.
122 LL: COAT.
123 T: COAT.
124 LL: COAT.
125 T: you know coat means waitao ( . ) shangyi (( tr.: coat, upper
126 clothes)) understand?
127 LL: YES
128 T: ok now, please look at ( . ) what’s this? please tell me what’s this?
129 ( 1.5 ) you please?
130 L9: VEST.
131 T: YES, a vest .
132 LL: a VEST.
133 T: a vest .
134 LL: a VEST.
135 T: a vest .
136 LL: a VEST.
137 T: ok very good now ( 2 ) we have a lot of (1.5) clothes, and(2.5) Li
138 Chiashiang
139 L10: it’s a JACKET.
140 T: yes, very good it’s a JACKET.
141 LL: it’s a JACKET.
142 T: it’s a JACKET.
143 LL: it’s a JACKET.
144 T: it’s a JACKET.
145 LL: it’s a JACKET.
146 T: now ( . ) compare this two one ( 7 ) what’s this one? you please?
147 L11: it’s a jacket
148 T: yes, and what’s this?
149 L11: e:r, it’s a coat.
150 T: very good, it’s a coat.
151 LL: it’s a COAT.
152 T: it’s a JACKET.
153 LL: it’s a JACKET.
154 T: ok now let me see ((the teacher takes one of her clothes from the
155 dryer))
156 LL: woo:::
157 T: yes, <it’s mine it’s mine> you please?
158 L12: it’s a SHIRT.
159 T: yes, it’s my shirt.
160 LL: it's my SHIRT.
161 T: it’s my shirt.
162 LL: it's my SHIRT.
163 T: >who can tell me what colour is it?< what colour is it? ( . )
164 what’s colour? ( . ) what’s colour? Chun Mao
165 L13: yellow=(oh bu) [reed] and blue
166 T: yes RED and BLUE,< very good sit down please> ok, now today
167 we will going to [nearn] another four words about clothes ( . ) ok,
168 look at the blackboard (2 .5 ) you know I have ( 1 ) PANTS
169 LL: PANTS.
170 T: PANTS.
171 LL: PANTS
172 T: louder pants
173 LL: PANTS
174 T: PANTS
175 LL: PANTS
176 T: PANTS
177 LL: PANTS
178 T: PANTS
179 LL: PANTS
180 T: look at this one ( 2 ) ok, help me, help me ?put it on?(( a
181 student helps the teacher put the clothes on the dryer)) ok what’s
182 this?
183 LL: PANTS.
184 T: yes, pants.
185 LL: PANTS.
186 T: PANTS.
187 LL: PANTS.
188 T: ok,> who can tell me what’s this?< ( 3 ) Zong Wen
189 L14: it’s a PANTS
190 T: very good, PANTS.
191 LL: PANTS
192 T: PANTS.
193 LL: PANTS
194 T: PANTS.
195 LL: PANTS
196 T: ok now ( 2.5 ) .hh, SWEATER.
197 LL: SWEATER.
198 T: SWEATER.
199 LL: SWEATER.
200 T: SWEATER.
201 LL: SWEATER.
202 T: ( 1 ) YES, it’s a sweater, no it’s not mine it’s too small=it’s too
203 small, ok, now, e:n, Zhang Sijia
204 L15: it’s a ( 1.5 ) sweater
205 T: SWEATER.
206 LL: SWEATER.
207 T: SWEATER.
208 LL: SWEATER.
209 T: SWEATER.
210 LL: SWEATER.
211 T: ok now look, it’s a sweater, it’s a yellow sweater, sweater>
212 what does sweater mean? what does sweater mean?< what’s
213 meaning, sweater ( 2 ) you please, Zhang Xiancao=
214 L16: it’s a yell[ow sweater ]
215 T: [ yeah=yeah=yeah ] what does it MEAN:::? in
216 Chinese=in Chinese, what does it mean ( . ) sweater ( . ) who tell
217 me ( 1 ) Liao Xia
218 L17: Zhe shi yijian huangse de maoyi (( tr.: it’s a yellow sweater))
219 T: very good, < maoyi maoyi> (( tr: sweater sweater)) ok, read after
220 me, SWEATER.
221 LL: SWEATER.
222 T: SWEATER.
223 LL: SWEATER.
224 T: SWEATER.
225 LL: SWEATER.
226 T: ok, look at this one ((the teacher points at the drawing on the
227 blackboard)) ( . ) sweater.
228 LL: SWEATER.
229 T: SWEATER.
230 LL: SWEATER.
231 T: what colour is it? what colour is it? ( . ) what colour is it?
232 ( 0.5 ) yes, Zhang Sijia
233 L15: it’s a:::, PINK
234 T: pink I don’t think so <do you agree with him?>.hh, yes
235 L18: I don’t think so, er it’s e:r ( 1 ) PEOPLE=oh=sorry, it’s purple
236 T: yes purple, very good, purple .
237 LL: PURPLE.
238 T: PURPLE SWEATER.
239 LL: PURPLE SWEATER.
240 T: PURPLE SWEATER.
241 LL: PURPLE SWEATER.
242 T: SWEATER.
243 LL: SWEATER.
244 T: SWEATER.
245 LL: SWEATER.
246 T: LOUDER( . ) SWEATER.
247 LL: SWEATER.
248 T: SWEATER.
249 LL: SWEATER.
250 T: PANTS.
251 LL: PANTS.
252 T: PANTS.
253 LL: PANTS.
254 T: PANTS.
255 LL: PANTS.
256 T: SWEATER.
257 LL: SWEATER.
258 T: SWEATER.
259 LL: SWEATER.
260 T: who will try to rea:d it=read it ( 4 ) ?who? yes, Yao Li
261 L19: it’s a purple ( . ) sweaters.
262 T: ye, a sweater, ?no [ s ]?oh=sit down please very good, now
263 what’s this? (3.5 ) yes, very good
264 L20: it’s a PANTS.
265 T: ok, PANTS.
266 LL: PANTS.
267 T: PANTS.
268 LL: PANTS.
269 T: PANTS.
270 LL: PANTS.
271 T: look at,< this is a very beautiful> (1.5 ) dre:ss <this I have one I
272 have one> look at this one ( . ) YES ( 1 ) dress.
273 LL: DRESS.
274 T: DRESS.
275 LL: DRESS.
276 T: DRESS.
277 LL: DRESS.
278 T: what does it mean in Chinese? what does it mean? ( 2 ) you
279 please? Shao Dongjie
280 L21: DRESS.
281 T: <what does it MEAN> yes, Pan Hepan
282 L22: lianyiching (( tr: dress))
283 T: YES, very good, lianyiching (( tr: dress)) we say dress.
284 LL: DRESS.
285 T: DRESS.
286 LL: DRESS.
287 T: DRESS.
288 LL: DRESS.
289 T: is it beautiful?
290 LL: YES.
291 T: OK:::, thank you, dress.
292 LL: DRESS.
293 T: DRESS.
294 LL: DRESS.
295 T: thank you very much and last word is ( 2 ) oh ( . ) ok ( 5.5 ) YES,
296 SKIRT.
297 LL: SKIRT.
298 T: SKIRT.
299 LL: SKIRT.
300 T: <this is short and this is> ( 1 ) long::: ((teacher show the dress and
301 skirt together)) very good ( . ) the dress.
302 LL: DRESS.
303 T: SWEATER.
304 LL: SWEATER.
305 T: DRESS.
306 LL: DRESS.
307 T: SWEATER.
308 LL: SWEATER.
309 T: oh! so sorry=sorry=I made a mistake ( 1 ) yes, who can tell me?
310 ( . ) what mistake I made, YES, ok, en:::, Wei Jiaqi
311 L23: SKIRT.
312 T: very good, sit down please=thank you very much.
313 T: SKIRT.
314 LL: SKIRT.
315 T: SKIRT.
316 LL: SKIRT.
317 T: SKIRT.
318 LL: SKIRT.
319 T: yeah, this is short and this is long:::
320 T: DRESS.
321 LL: DRESS.
322 T: SKIRT.
323 LL: SKIRT.
324 T: DRESS.
325 LL: DRESS.
326 T: SKIRT.
327 LL: SKIRT.
328 T: ok, Chen Shuangshuang
329 L24: e:r, e:r,? blue::: dress?
330 T: ?blue?? ok, sit down and this one? Chen Shuangshuang=go on
331 L24: e:r, [ gri ] skirt
332 T: ok, skirt is ok, skirt is ok, only read words, only read words, who
333 can read it? ( 1 ) Zhang Sijia
334 L15: ( 1 ) dress ( . ) skirt
335 T: very good=sit down, who will try? Duan Yongwei
336 L25: dress, skirt
337 T: very good now, e:n ( . ) Chang Ting
338 L26: it’s a skirt
339 T: skirt is ok
340 L26: [sk?t]
341 T: no, skirt
342 L26: skirt
343 T: and this one
344 L26: dress
345 T: very good, dress
346 LL: DRESS.
347 T: SKIRT.
348 LL: SKIRT.
349 T: very good now,? put it?(1.5) ((the teacher puts the clothes
350 back)) now, read after me, PANTS.
351 LL: PANTS.
352 T: PANTS.
353 LL: PANTS.
354 T: SWEATER.
355 LL: SWEATER.
356 T: SWEATER.
357 LL: SWEATER.
358 T: DRESS.
359 LL: DRESS.
360 T: SKIRT.
361 LL: SKIRT.
362 T: three time=each one, skirt, one=two=begin
363 LL: SKIRT SKIRT SKIRT DRESS DRESS DRESS SWEATER
364 SWEATER SWEATER PANTS PANTS PANTS
365 T: ok, now who can tell me, e:n ( 2 ) please stand up? Chai Xiaowei
366 what’s this ( 0.5 ) tell me what’s this? ((the teacher asks students
367 to recognise the clothes that one student wears))
368 LL: [s:weater ]
369 LL: [sweater ]
370 T: all together, what’s this?
371 LL: SWEATER.
372 T: very good ( . ) a SWEATER.
373 LL: a SWEATER.
374 T: a SWEATER.
375 LL: a SWEATER.
376 T: ok, thank you, sit down, go back to your seat, Liao Xiao=STAND
377 UP, ok, who can tell me what’s that?
378 LL: COAT.
379 T: yes a COAT.
380 LL: a COAT.
381 T: a COAT.
382 LL: a COAT.
383 T: ok, now sit down e:n, Li Xiaoxiao=stand up, tell me what’s this?
384 what’s this=
385 LL: =VEST.
386 T: yes, a VEST.
387 LL: a VEST.
388 T: a VEST.
389 LL: a VEST.
390 T: a VEST.
391 LL: a VEST.
392 T: ok, sit down plea:se? an:d (1.5) who wants to stand up? who
393 wants to stand up? Chang Ting ( 1 ) yes, now tell me .hh ( . )
394 what’s that? what’s that?
395 LL: PANTS.
396 T: what’s that?
397 LL: PANTS.
398 T: yes, PANTS.
399 LL: PANTS.
400 T: pants si [t down]
401 LL: [pants ]
402 T: who wants to stand up (0.5) yes, Zhang Sijia, ok come to ( . )
403 front what’s this?
404 LL: T-SHIRT.
405 T: ok, it’s a T-SHIRT.
406 LL: [T-shirt ]
407 LL: [it’s a T-s ]hirt
408 T: very good, now ( . ) every group every group ( . ) you can ( . ) tell
409 each other ( . ) what ( . ) you wear, what you wear, huxiang gaosu
410 tongzhuo nimen de zu nimen ziji chuan de shenme (( tr: you can
411 tell each other in your group what you wear)) BEGIN.

((students talk with each other. the teacher comes to some groups and asks some questions and explain some words, 1 min))
412 G1L: T-shirt
413 G1L: that is T-shirt
414 G1L: this is T-shirt
415 T: (( the teacher involves the G2LL’s talking)) chie she mei?
416 (( tr.: what’s this)) what’s this?
417 LL: a dress
418 T: ?a dress?dress, nei ne?(( tr.: how about you?)) what’s that?
419 G2L: s:weater
420 T: sweater, ok=
421 G2L: sweater=
422 T: ok
423 G2L:(1.5) jacket
424 T: jacket, yes
425 G2L: (0.5 ) coat
426 T: <chei chung ei fu, chi kei chia chuo jacket, yei kei chia chuo coat,
427 bi chia dwandi> (( tr.: this kind of clothes, either you can call it
428 jacket, or you can name it coat. the shorter one )) e:n ( 1 ) very
429 good, now, nei men chi ( 1 ) chei shei mei (( tr.: what are you (1)
430 what’s this?))
431 G2L: (a stretch of unclear speech )it’s a coat, it’s a pants.
432 T: (( laughs)) very good ((the teacher claps several times and
433 students become quiet and clap too))
434 T: ok, you did very good job, .hh now I put some newspapers on
435 your ( 1 ) table and ( . ) scissor:s ( . ) and you can use this one to
436 make CLOTHES by yourself, you can make anything you like
437 ( . ) understand?
438 LL: YES
439 T: ok, begin

((Students make clothes together and talk with each other in Chinese. The teacher circle around groups mostly in Chinese and some kind of Chinese dialect to tell the students how to accomplish the task quickly)) (8 mins)

440 T: (a stretch of unintelligible speech in Chinese dialect )
441 LL: (a stretch of unintelligible speech in Chinese dialect )
442 T: (a stretch of unintelligible speech in Chinese dialect )
443 T: yao woo ban man ma? (1.5) nei che she mei ya? ((tr.: do you need
444 my help? what do you eat?)) (( the teacher is in the G1))
445 LL: (a stretch of unintelligible speech in Chinese dialect)
446 T: (a stretch of unintelligible speech in Chinese dialect)
447 T: janei shia ma, shen janele (( tr.: just cut it, cut it first))
448 LL: (a stretch of unintelligible speech in Chinese dialect)
449 T: che chedande fung fa, na langke chaneisha ( . ) chaneisha chiu ok
450 le (( tr.: the simplest way is to glue two of them a little bit, it will
451 be ok to glue them a little bit)) (a stretch of unintelligible speech
452 in Chinese dialect) skirt (a stretch of unintelligible speech in
453 Chinese dialect)
454 T: [a] ok, cheimei chedande chiu chohale, Bai Yang, nei cheimei
455 hueishei (( tr.: it’s so simple to have this work done! Bai Yang,
456 what’s going on about you?)) (a stretch of unintelligible speech
457 in Chinese dialect) ( 5) (( now the teacher goes to G2)) nei men
458 chiacho shemei? (( tr.: what are you doing?))
459 LL: T-SHIRT.
460 T: oh! very good, very nice (( now the teacher goes to G4))
461 G4L: (a stretch of unintelligible speech in Chinese )
462 T: a:::! a:::! (( the teacher cannot hear the student clearly))
463 G4L: ingyo (( tr.: music))
464 T: ingyo shi ( . ) daiwhere <woshanshijane woshanshijane>=jheiho
465 whefung eibian=nei manshan biayan (( the music is (.) later, <I’ll
466 keep count of the time, I’ll keep count of the time>=finally, I’ll
467 play it once=you play first.)) (( now the teacher goes to G6))
468 nei men chiacho shemei? (( tr.: what are you doing?))
469 G6L: KUZI! (( tr.: PANTS))
470 G6L: kuzi= (( tr.: PANTS))
471 G6L: kuzi=(( tr.: PANTS))
472 T: donchuo kwai edian oh! (( tr.: you should by hurry!))
473 G6L: (a stretch of unintelligible speech in English )=
474 G6L: T-shirt, e:r, haiyo (( tr.: also))
475 T: donchuo kwai edian (( tr.: you should be hurry.)) (4)
476 nalee yonamadohua, chichechale chushele (( tr.: there is no need
477 to talk too much, just add it.)) ( 3.5 ) (( now the teacher goes back
478 to the G2)) yaochuhale! nei men shebushe yaochuhale? (( tr.: it is
479 finished! are you really finished?)) ( 2 ) A:H, THIS GROUP IS
480 FA:ST ( 2 ) ok, be quick, kuai idian! (( tr.:quickly! )) (a stretch of
481 unintelligible speech in Chinese )
482 G2LL: (a stretch of unintelligible speech in Chinese )
483 T: (( now the teacher goes away from the G2 to the platform and
484 talks to the G1)) houlemei! (( tr.: are you finished!))
485 G1L: houle (( tr.: finished))
486 T: na toemingjia ( 2 ) yaobuyao banmang? (( tr.: that gule ( 2 )
487 would you need help? ))
488 G1L: buyao (( tr.: no))
489 G3L: CHENDO=CHENDO=CHENDO=CHENDO=CHENDO (( tr.:
490 SCISSORS=SCISSORS=SCISSORS=SCISSORS=SCISSORS))
491 LL: (a stretch of unintelligible speech in Chinese for 22 secs. )
492 G3L: chiao ike chendo (( tr.: looking for a scissors))
493 LL: (a stretch of unintelligible speech in Chinese for 4 secs. )
494 T: (( the teacher talks to G1)) haolemei! ok, junbeyuandao
495 shedeshunsan ( . ) fungdao shedshunsan ( 1 ) linchi la! woo
496 bannei (( tr.: finished? ok, whom will be the person to put on the
497 clothes? ( . ) who will be the person? ( 1 ) cellar! I’ll help you.))
498 (a stretch of unintelligible speech in Chinese) nei shanmen
499 ipai ( . ) kei chojansheme? ( . ) T-shirt= (( tr.: the upper one ( . )
500 what can it make? ( . ) ))
501 G1L: = ijan (( tr.: on piece of)) T-shirt
502 LL: (a stretch of unintelligible speech in Chinese for 30 secs.)
503 T: (( the teacher helps G1L to make the clothes and put it on the
504 model)) oh! chejan (( tr.: this one)) T-shirt haonankan a! (( tr.: so
505 ugly!)) so ugly!
506 G1L: <so ugly T-shirt>
507 LL: (a stretch of unintelligible speech in Chinese for 85 secs.)
508 T: wanlemeyo? (( tr.: finished?)) ( 2.5 ) finished? ( 5 ) (( the teacher
509 goes to G3)) finished? wanlemeyo? (( tr.: finished?)) ( 3 ) o:k, ok,
510 (( the teacher goes to G5)) finished? ( . ) yes=or= no ( . )
511 wanlemeyo? (( tr.: finished?)) ( 1 ) donchokuaidian! (( tr.:
512 hurry up! ( 5.5 ) (( the teacher goes to the G6)) ha:ve you
513 finished? ( 1 ) wanlemeyo?( . ) wanlemeyo? (( tr.:
514 finished? ( . ) finished?))
515 G6LL: (a stretch of unintelligible speech in Chinese )
516 T: chanchai shenshan (( tr.: glue it on the body)) ( . ) shelai
517 bianyen? (( tr.: who will be the model?))
518 G6LL: (a stretch of unintelligible speech in Chinese )
519 LL: (a stretch of unintelligible speech in Chinese for 6 secs. )
520 T: (( the teacher talks to the whole class)) ok (( the teacher claps)) I
521 give you music, when the music finish, you should finish::: your
522 work.
523 LL: (a stretch of unintelligible speech in Chinese for 14 secs. )
524 T: ingyo wanle (( tr.: the music is finished)) denwhere (( tr.: wait a
525 minute)) ingyo wanle (( tr.: the music is finished)) ( 1.5 ) jishe
526 (( tr.: go on)) wanlemeyo? (( tr.: finished?)) neimen (( tr.: you))
527 ( . ) donchokaidian (( tr.: hurry up)) ingyo tinle=neimen
528 chubishewanle (( tr.: when the music is finished,= you should
529 finish your work)) ( 2 ) ingyo wanle= bishewan (( tr.: when the
530 music is finished,= you should be finished)) ( 2 ) (( the teacher
531 walks towards to G6)) ok, very [ biaotiful ] , what’s it?
532 LL: (a stretch of unintelligible speech in Chinese for 13 secs. )
533 T: (( the teacher goes to the G4)) have you finished? wanlemeyo?
534 (( tr.: finished?)) wanle (( tr.: finished)) kuaidianjanshanchu!
535 (( tr.: put on it quickly!)) = wooingyowanle=neimenchubishwan
536 (( tr.: when my music is finished, you should be finished.)) ( 13 )
537 (( the teacher talks to G5)) hei! hei! daiwhere ingyotin,
538 neimenchubishwan, kuaidianjanshanchu! (( tr.: later, when the
539 music is finished, you should be finished. put it on quickly!))
540 LL: (a stretch of unintelligible speech in Chinese for 10 secs. )
541 T: (( the teacher talks to one of the teaching staff (TS) )) joba! (( tr.:
542 just walk!)) tamenjige chodehenhao= tamenjige chodehenhao
543 (( tr.: some of them do it very well=some of them do it very well))
544 TS: (a stretch of unintelligible speech in Chinese dialect)
545 T: kei (( tr.: ok)) ganquai bata jandao tanmen shenshanchu (( tr.: put
546 it on quickly))
547 TS: (a stretch of unintelligible speech in Chinese dialect)
548 T: quaidian=quaidian, ingyoi tin=bishequaishe, ingyoi
549 tin=bishequaish, quaidian, buyao jianle= buyao jianle, ganquai
550 jianshanchu ( 1 ) jesheme (( tr.: quickly=quickly, when the music
551 is finished, =we must begin, when the music is finished,= we
552 must begin, quickly, don’t cut it=don’t cut it, put it on quickly
553 ( 1 ) what’s this?))
554 G6L: (a stretch of unintelligible speech in Chinese )
555 LL: (a stretch of unintelligible speech in Chinese for 9 secs.)
556 T: (a stretch of unintelligible speech in Chinese dialect)
557 LL: (a stretch of unintelligible speech in Chinese for 8 secs.)
558 T: ok
559 LL: (a stretch of unintelligible speech in Chinese for 10 secs.)
560 T: ok ((the teacher claps twice)) have you finished (( the teacher
561 claps once)) ( 5 ) (( the teacher clears the throat)) very good ( . )
562 sit down take your seats ( 3 ) yes ( 1.5 ) ok ( . ) I see ( . ) most of
563 you have ( . ) finished ( . ) your work ((the teacher claps six
564 times) >ok I see most of you have finished your work< so please
565 sit down be quiet shu::: LISTEN TO ME ( 1 ) Wu Tong sit down,
566 sit down ( . ) Li Xiaoxiao sit down, e:n, ok ( 1 ) now take your
567 seat ( . ) you sit down please ( 1 ) have you finished? >yes or
568 no?< ( . ) >yes or no?<
569 LL: YES.
570 T: ok most of you have finished your work so ( . ) models please
571 come to front ( 1 ) models models ( . ) yes group one first ( 4.5 )
572 >be quick be quick< ( 4.5 ) yes louder chi::: (( the teacher
573 demands all students be attentive)) yes, this is=
574 G1L1: =this is a [ester]
575 T: louder=louder
576 G1L1: IT’S A VEST, (a stretch of unintelligible speech in English )
577 it’s a, it’s a:n ( 1.5 ) skirt ( 3 ) it’s a::: ( 1 ) a ( . ) dress oh!
578 T: louder=louder
579 G1L2: ?I don’t know?(( this model student helps G1L1 how to
580 ask for help))
581 G1L1: ?I don’t know?
582 G1L2: it’s a T-shirt
583 G1L1: oh!
584 G1L2: it’s a skirt
585 G1L1: oh! ( 1 ) very fat!
586 T: haha very fat hh ok thank you ( 1 ) go back [theres] ha::: now who
587 will try, number two, yes Chun Mang come ( . ) to ( . ) front ( 4.5 )
588 shu::: Chun Mang ( 1.5 ) an:d your voice should be vey loud
589 ( 1.5 ) if you do( 0.5 ) not do that, everybody cannot hear you
590 very clearly.
591 G2L1: this is a:::
592 T: a:=hei=hei=hei shu:::=
593 G2L1: this is T-shirt
594 T: oh=no=wait=wait=wait wait everybody ( 0.5 ) everybody ( 0.5 )
595 LISTEN ( . ) LISTEN ( . ) carefully.
596 G2L1: this is a T-shirt an:d this is ( . ) a:=
597 T: =this [ is a ] yeah! ( . ) this is a skirt ( . ) ok ( . ) finished
598 G2L1: [skirpen]
599 G2L1: it’s beautiful.
600 T: it’s beautiful ( 0.5 ) very good go back to your seat, ok, Yao Li,
601 come to front ( 14 ) yes, louder ( 3 ) hei-hei-hei ( 2 ) wait a
602 minute, don’t ( . ) don’t throw it.
603 G4L1: this is a: dress e:n she is (a stretch of unintelligible speech in
604 English.) dress, it’s beatiful
605 T: yes
606 G4L2: this is a ( . ) vest, it’s a VERY VERY VERY UGLY.
607 G4L3: don’t you think
608 T: don’t you
609 G4L3: think
610 T: don’t you think so? don’t you THINK SO? don’t you think so?
611 repeat zai shuo yi bian ((tr:say it once again))
612 G4L3: don’t you think so?
613 T: ok go back to your seat ( 6 ) yes, Chen Chungsen ( 8 ) louder ( 3 )
614 G5L1: e:r, it’s a lovely dress, do you love it?
615 G5L2: yes
616 T: once again ( . ) louder
617 G5L1: e:r, it’s a ( . ) lovely dress do ( 0.5 ) do you love it?
618 G5L2: yes
619 G5L1: en <how beatiful and nice!>
620 G5L3: oh! it’s a VERY VERY VERY VERY VERY ( 0.5 ) ugly,
621 (( everybody laughs)) why do you think it is ( 0.5 ) very
622 beautiful? en yes? I think it’s better ( . ) than this one ( 1 ) ok?
623 G5L4: ok
624 G5L3: let’s go.
625 T: haha:::, very good ( . ) ok, now, Wu Tong come here ( 18 )
626 louder Zong Wen louder, your introduction ( 3 ) ?skirt skirt?
627 li::sten shu:: listen
628 G3L1: e:r, this is skirt an: this is=
629 T: =this is a=this is a
630 G3L1: this is a a::n vest an:d skirt=
631 LL: = e:n, ha::!=
632 G3L1: an:d, it’s a small::: T-shirt.
633 T: oh, it’s a small T-shirt, ok, Wu Tong turn around, let me see
634 (( LL laughs)) is this a ( 0.5 ) skirt? is this a skirt?
635 LL: no:::
636 T: what’s that? what’s this?=what’s this? ( 2 ) you please, Zhang Su
637 L27: it’s a pants
638 T: yeah, pants
639 LL: PANTS.
640 T: PANTS.
641 LL: PANTS.
642 T: it isn’t a skirt, it’s a PANTS.
643 LL: it’s a PANTS.
644 T: ok, PANTS.
645 LL: PANTS.
646 T: it’s a ( . ) pair of pants
647 LL: it’s a ( . ) PAIR OF PANTS.
648 T: ok, thank you, go back to your seat ( 1 ) ok ( 1.5 ) last group ( 1 )
649 who will try? ( 1 ) have you finished? Zhang Tianchao=Zhang
650 Tianchao ( 1.5 ) yes=be quick=be quick, come to front ( 6 ) be
651 quick=be quick, come to front ( 8 )
652 G6L1: this is a vest, this is a pants, it’s VERY VERY VERY VERY
653 VERY VERY UGLY ( 4 ) (( LL laughs))
654 T: I agree with you, I think it’s very very very very ugly, yes I agree
655 with you, ok now ( 2.5 ) yes ok, all have finished, now models
656 come to front ( . ) let’s have a fashion show, very good, come to
657 front let’s have a fashion show, be quick ( . ) be quick, models
658 come to front, Chang Lichao ( 7 ) be quick! ( 5 ) be [ quae ]=be
659 [ quae ] ( 4 ) ok, if you don’t have your cloth:es on ( 0.5 ) that’s
660 ok ( 1 ) ?it’s not?( 4 ) come to front, be quick ( 1.5 ) e:n ( 0.5 )
661 James=James ( 0.5 ) James=come to front ( 0.5 ) be quick, ok,
662 now musi:c, music ( 5 ) yes (( model 1 demonstrates the fashion
663 show for 4 secs.)) shengying haoshao! (( tr.: the volume is too
664 low!)) (( model 2 demonstrates the fashion show for 6 secs.))
665 (( model 3 demonstrates the fashion show for 7 secs.)) very good!
666 (( model 4 and model 5 demonstrate the fashion show for 16
667 secs.)) ha!ha!ha! (( model 6 and model 7 demonstrate the fashion
668 show for 10 secs.)) (( model 8 demonstrates the fashion show for
669 7 secs.)) oh! very beautiful! (( model 9 demonstrates the fashion
670 show for 8 secs.))
671 ok now three four, I think all of you did a very good job, an:d ( . )
672 all of us have very ( . ) fun time and thank you very much ( . )
673 I’m ( . ) loo:king for the next time to be with you again ok, now
674 ( . ) bye bye everyone
675 LL: bye bye Joyce
676 T: ok, now please take off your clothes and put it on the table


About the author

Wen-hsing Yang (Wen-Hsing.Yang@ncl.ac.uk ) is currently an IPhD student in Educational and Applied Linguistics at the

ECLS, University of Newcastle upon Tyne. His main research interest is on the Conversation Analysis in the EFL classroom.