¡Descarga Acquisition of English as a Foreign Language - Task 6 y más Ejercicios en PDF de Idioma Inglés solo en Docsity! 1 SAMY BRUGES Erasmus student ACQUISITION OF ENGLISH AS A FOREIGN LANGUAGE : TASK 6 Input and interactional modifications Analyze the input and interactional modifications used by the teacher in the following class: Teacher’s speech Input modification Interactional modification “TCH: Well, OK. Let’s check the answers of the exercise on page five. Topic-initiating moves “TCH: Well, OK. Let’s check the answers of the exercise on page five. ST1: Pilar? TCH: On page five.” Self-repetition: the teacher repeats the words which form the most important part of the information given in her utterance. The teacher wants to emphasize the focus of her speech, which is “on page five”. “ST1: On Sunday I go to a TCH: I went to…?” Error repair: the teacher corrects the wrong use of the tense made by the learner. He repeats the past form of the verb “to get” but also the preposition “to”. “TCH: I went to…? ST1: I go to a TCH: I went.” At the grammatical level, the teacher makes a shorter sentence to make it clear which version is the standard English one. Self-repetition and error repair: The teacher repeats a part of her preceding utterance because the learner does not seem to have memorized the form the first time the teacher told it. She corrects what the learner said. “ST1: I went to a ... How do you say exposición? TCH: Exposition, exhibition.” Focusing on vocabulary, the teacher gives the translation in English of the word “exposición” for which he/she does not know the translation. The teacher gives two vocabulary words with one which has the same root as the Spanish word. “TCH: She was making what?” Clarification request + other repetition: The teacher doesn’t 2 SAMY BRUGES Erasmus student understand what the learner says so she makes an utterance in order to get the learner clarify their own speech. The teacher makes that utterance by repeating a part of the student’s previous utterance. “ST1: She was making .. TCH: Or he was making, that person was making...” At the vocabulary level, the teacher replaces the use of pro forms such as “she or he” with nouns such as “person” in this case. Clarification request + expansion: the teacher still does not understand what the learner means and tries to help the learner by expanding the learner’s utterance. The teacher adds new semantic information by giving other possibilities in order to refer to an animate: “he” or “person”. “ST1: She was making the glass with a protect glass, is make glass with with the fire and .. TCH: So, ..” Clarification request: the teacher does not understand what the learner says because he does not finish his/her sentence. The teacher says the word “so” by indicating that she needs clarification or extra information from the learner. “ST1: and .. TCH: Melts. OK, with heat and that ..” Confirmation checks: The teacher says “OK” which shows he understands what the learner says even though the dialogue does not seem clear. The pause at the end is a clarification request because she seems to want the learner to go on with the explanation. Expansion: the teacher adds semantic information with the use of the verb “to melt” and the noun “heat”. ST1: she makes a special box to make the neck TCH: Necklace? And where, where, where was that, here in Tres Cantos? Confirmation checks: the teacher guesses that by saying “neck” the learner means “necklace” Self-repetition: the teacher repeats three times the word “where” to show the emphasize of the utterance which is about the localization. Here-and-now topics: the teacher talks about topics
