3.4 Data Analysis: The Next Turn Proof Procedure
3.4 Data Analysis
As speaking does not only require the ability to produce a certain form of utterances but also to exchange information between two parties, analysis on the turn-taking is needed. In conversational analysis, the Next-Turn Proof Procedure (henceforth NTPP) is utilized to enable the researcher to see how any first action in interaction works as an action template which later creates a normative expectation for the next action and a template for interpreting it (Seedhouse, 2004). This very tool is also used in this study as a main tool for the data analysis. The number of the turns presented in the data analysis does not specifically follow a particular consensus. Rather, they are presented in a unit where enough understanding …show more content…
Here the repetition is not used by the student to emphasize message, but to echo what has been previously said (the form of the utterance) with less hesitation.
4.1.3 False Starts
Excerpt 3 (Video 2)
Tr: Five. Animals. Do you like going to the zoo? 1
St: Err… I like… I like… [Unintelligible] I… I don’t like. 2
Tr: You don’t like the zoo? 3
Before changing the beginning of her utterance, the repeats the beginning of her false start. The student’s false start has turned out into a less favorable response due to the pedagogical goal of the teacher which expects a “yes” answer to enable the teacher to ask relevant follow up questions. Another false start can be found in the following excerpt.
Excerpt 4 (Video 2)
Tr: Any more questions for me? 1
St: Err...... do… err... holiday or…?= 2
Tr: =No, about animal. 3
In the above excerpt, the student’s utterance was supposed to be started with the word “do” to ask for a clarification (a question). However, she drops the first part of the utterance and decides to use the content word “holiday” only with a raising intonation to ask for clarification.
4.1.4 …show more content…
12 Yeah. 13 [Silence] 14
Tr: Like dog, like cat.=
15
St: =Cat?... meaw? [cat] chai mai? [right?] [Laughing]
16
[Laughing] Yeah… cat… yeah [Laughing] 17
Tr: Do you have a cat or dog? 18
St: I… errr… dog.=
19
Tr: =You have a dog? What… what is his name? 20 [Unintelligible] 21
St: --- Fa.
22
Tr: Fa? Like your name? Fa? Your dog is Fa? [Laughing]= 23
St: Mai chai [no, it isn’t] [Laughing] =mai… mai… [no.. no…] dog … dog?= 24
Tr: =Yes.=
25
St: =Oh,… [Laughing] err… Kabi. 26
Tr: [Laughing] Kabi. Okay. 27
In this excerpt the teacher’s initiation (which is a question) is in turn 1. To respond to “What pets do you have?” question, the student needs to be given several repairs and confirmation questions by the teacher. The expected response is eventually given by the student in turn 19. Similarly, to respond to the teacher’s question in turn 20 (What is his name?), the student has to produce several turns before the confirmation that her response is correct is finally given by the teacher in turn
As speaking does not only require the ability to produce a certain form of utterances but also to exchange information between two parties, analysis on the turn-taking is needed. In conversational analysis, the Next-Turn Proof Procedure (henceforth NTPP) is utilized to enable the researcher to see how any first action in interaction works as an action template which later creates a normative expectation for the next action and a template for interpreting it (Seedhouse, 2004). This very tool is also used in this study as a main tool for the data analysis. The number of the turns presented in the data analysis does not specifically follow a particular consensus. Rather, they are presented in a unit where enough understanding …show more content…
Here the repetition is not used by the student to emphasize message, but to echo what has been previously said (the form of the utterance) with less hesitation.
4.1.3 False Starts
Excerpt 3 (Video 2)
Tr: Five. Animals. Do you like going to the zoo? 1
St: Err… I like… I like… [Unintelligible] I… I don’t like. 2
Tr: You don’t like the zoo? 3
Before changing the beginning of her utterance, the repeats the beginning of her false start. The student’s false start has turned out into a less favorable response due to the pedagogical goal of the teacher which expects a “yes” answer to enable the teacher to ask relevant follow up questions. Another false start can be found in the following excerpt.
Excerpt 4 (Video 2)
Tr: Any more questions for me? 1
St: Err...... do… err... holiday or…?= 2
Tr: =No, about animal. 3
In the above excerpt, the student’s utterance was supposed to be started with the word “do” to ask for a clarification (a question). However, she drops the first part of the utterance and decides to use the content word “holiday” only with a raising intonation to ask for clarification.
4.1.4 …show more content…
12 Yeah. 13 [Silence] 14
Tr: Like dog, like cat.=
15
St: =Cat?... meaw? [cat] chai mai? [right?] [Laughing]
16
[Laughing] Yeah… cat… yeah [Laughing] 17
Tr: Do you have a cat or dog? 18
St: I… errr… dog.=
19
Tr: =You have a dog? What… what is his name? 20 [Unintelligible] 21
St: --- Fa.
22
Tr: Fa? Like your name? Fa? Your dog is Fa? [Laughing]= 23
St: Mai chai [no, it isn’t] [Laughing] =mai… mai… [no.. no…] dog … dog?= 24
Tr: =Yes.=
25
St: =Oh,… [Laughing] err… Kabi. 26
Tr: [Laughing] Kabi. Okay. 27
In this excerpt the teacher’s initiation (which is a question) is in turn 1. To respond to “What pets do you have?” question, the student needs to be given several repairs and confirmation questions by the teacher. The expected response is eventually given by the student in turn 19. Similarly, to respond to the teacher’s question in turn 20 (What is his name?), the student has to produce several turns before the confirmation that her response is correct is finally given by the teacher in turn