Appendix A Interaction analysis

1 ACCEPTS FEELING: accepts and clarifies the feeling tone of the students in a
non-threatening manner. Feelings may be positive or negative. Predicting or recalling
feelings are included.
INDIRECT
INFLUENCE

TEACHER
TALK

2 PRAISES OR ENCOURAGES: praises or encourages student action or behavior.

Jokes that release tension, not at the expense of another individual, nodding head or
saying, um hm? or go on are included.
3 ACCEPTS OR USES IDEAS OF STUDENTS: clarifying, building or developing
ideas suggested by a student. As a teacher brings more of his own ideas into play, shift
to category five.
4 ASKS QUESTIONS: asking a question about content or procedure with the intent
that a student answers.
5 LECTURING: giving facts or opinions about content or procedures expressing his
own ideas, asking rhetorical questions.

DIRECT
INFLUENCE

6 GIVING DIRECTIONS: directions, commands, or orders to which a students is

expected to comply.
7 CRITICIZING OR JUSTIFYING AUTHORITY: statements intended to change
students behavior from non-acceptable pattern; bawling someone out; stating why the
teacher is doing what he is doing; extreme self-reference.

8 STUDENT TALK-RESPONSE: a student makes predictable response to teacher.

Teacher initiates the contact or solicits student statement and sets limits to what the
student says.
9 STUDENT TALK-INITIATION: talk by students which they initiate. Unpredictable
statements in response to teacher. Shift from 8 to 9 as student introduces own ideas.

10 SILENCE OR CONFUSION: pauses, short periods of silence, and periods of

confusion in which communication cannot be understood by the observer.

Appendix B Foreign Language

interaction analysis (FLint) system.
1.

INDIRECT

TEACHER TALK

DEALS WITH FEELINGS: In a non-threatening way, accepting, discussing,

referring to, or communicating understanding of past, present, or futures feelings of
students.
2.
PRAISES OR ENCOURAGES: Praising, complimenting, telling students why what
they have said or done is valued. Encouraging students to continue, trying to give
them confidence. Confirming answers are correct.
INFLUENCE
2a. JOKES: Intentional joking, kidding, making puns, attempting to be
humorous,
providing the joke is not at anyones expense. Unintentional humor is not included
in this category.
3.
USES IDEAS OF STUDENTS: Clarifying, using, interpreting, summarizing the
ideas of students. The ideas must rephrased by the teacher but still recognized as
being student contributions.
3a. REPEATS STUDENT RESPONSE VERBATIM: Repeating the exact words of
students after they participate.
4.
ASKS QUESTIONS: Asking questions to which an answer is anticipated.
Rhetorical questions are not included in this category.
5.

DIRECT

GIVES INFORMATION: Giving information, facts, own opinion or ideas,

lecturing, or asking rhetorical questions.
5a. CORRECTS WITHOUT REJECTION: Telling students who have made a mistake
the correct response without using words or intonations which communicate
criticism.
6.
GIVES DIRECTION: Giving direction, requests, or commands which students are
INFLUENCE
expected to follow.
6a. DIRECTS PATTERN DRILLS: Giving statements which students are expected to
repeat exactly, to make substitutions in (i.e., substitution drills), or to change from
one form to another (i.e., transformation drills).
7.
CRITICIZES STUDENTS BEHAVIOR: Rejecting the behavior of students; trying
to change the non-acceptable behavior; communicating anger, displeasure,
annoyance, dissatisfaction with what students are doing.
7a. CRITICIZES STUDENT RESPONSE: Telling the student his response is not
correct or acceptable and communicating by words or intonation criticism,
displeasure, annoyance, rejection.
8.

STUDENT TALK

STUDENTS RESPONSE SPECIFIC: Responding to the teacher within a specific

and limited range of available or previously shaped answers. Reading aloud.
8a. STUDENT RESPONSE, CHORAL: Choral response by the total class or part of the
class.
9.
STUDENT RESPONSE, OPEN-ENDED OR STUDENT-INITITATED:
Responding to the teacher with students own ideas, opinions, reactions, feelings.
Giving one form among many possible answer which have been previously shaped
but from students must now make a selection. Initiating the participation.
10. SILENCE: Pauses in the interaction. Periods of quiet during which there is no
verbal action.
10a. SILENCE-AV: Silence in the interaction during which a piece of audio-visual
equipment, e.g., a tape recorder, filmstrip projector, record player, etc., is being used
to communicate.
11. CONFUSION, WORK ONRIENTED: More than one person at a time talking, so
the interaction cannot be recorded. Students calling out excitedly, eager to
participate or respond, concerned with task in hand.
11a. More than one person at a time talking, so the action cannot be recorded. Students
out-of-order, not behaving as the teacher wishes, not concerned with the task at hand.

12.

LAUGHTER: Laughing, giggling by the class, individuals, and/or the teacher.

e. USES ENGLISH: Use of English (the native language) by the teacher or the
students. This category is always combined with one of the 15 categories from 1 to
9.
n. NONVERBAL: Nonverbal gestures or facial expressions by the teacher or the
student which communicate without the use of words. This category is always
combined with one of the categories of teacher or pupil behavior.

(Moskowitz 1971:213)

Appendix C
FOCI for Observing Communications
Used in Settings (FOCUS)
Five Characteristics of Communications in Settings
1. Who
communicates?

2. What is the
pedagogical purpose
of the communication?
communicated?

3. What mediums
are used to communicate
content?

4. How are the

mediums used
to communicate

5. What areas
of content are

areas of content?

to structure

linguistic

1attend

aural

teacher

visual

language
contextual

grammatical
litterary

21 differentiate
meaning

ideogram
22 evaluate
transcribed
written

mechanics of
writing
23 examine
24 illustrate

to solicit

individual
student

other

non-linguistic
aural
visual

1.

Who

2. What is the

3. What mediums

Sound
segemental
supra-seg

25 label
3 present

speech
production

31 call words

unclassified

32 change medium

life

33 question
4. How are the

5. What areas

communicates?

pedagogical purpose
of the communication?
communicated?

are used to communicate

content?

mediums used
to communicate

of content are

areas of content?

group of
students

to respond

real

34 state

formula

representationa

4 relate

imagination

schematic

41 explain

personal

symbolic

42 interpret

public

other

skills
5 re-present

social issues

para-linguistic

51 combine

procedure

aural

52 initiate

administration

visual

53 paraphrase

cl. social beh.

real
to react

54 sub &

teaching dir.

55 sub no change
symbolic

tchg. rationale
56 transform

class

other
subject matter

*These four pedagogical purposes are from Bellack.

*The uses and areas of content are presented alphabetically.

FIVE CHARACTERISTICS OF COMMUNICATION IN SETTINGS WITH EXAMPLES &

DEFINITIONS.

Messages**
1Source

teacher
t

2Pedagogical
Purpose**

Structuring moves
str prepare for
setting of tasks or
other activities.

Individual
students
s1 to sn

3Mediums

linguistic
aural
fillers, individual
letters, words,
syllables, etc. (Add
an s if the suprasegmentals are used
to communicate a
separate message as
in the lengthening of
vowels or rising
intonation in
repetitions, etc.)

assigned
group of
students

soliciting moves
sol

visual

g1 to gn

set tasks or ask

questions.

ideogram; $, #, etc.
transcribed: phonetic
writing of fillers,
intonation, stress,
words, sounds, etc.
written: printed
written individual

group of

4Uses

attend
not communicating
content listening,
silent reading,
tasting, feeling,
objects, etc.
characterize
communicating
about content or
things.
differentiate
indicating that
communications are
the same or
different.
evaluate
prescribing or
indicating comms.
are right or wrong or
true or false; ans.
yes/no & either/or
questions.
examine
counting or locating
parts of words,
emphasizing;
diagramming
sentences; infor.
about size or shape.

5Content

language systems
contextual:
collocation,
connotation, culture,
detail and main idea,
register, situation,
etc.
grammatical:
function words
sentence forms,
inflections, reduced
forms, word, order,
etc.
mechanics of writing
how to hold a pen,
making capitals,
punctuation,
spelling, etc.
sound:
segmental:
consonant clusters,
syllabification,
sounds, etc.
supra-segmental:
intonation, rhythm
stress, etc.
speech production:
your tongue should
be up; the voice box
vibrates, etc.

illustrate giving
attibutes of items,
making judgements
unclassified: many
that are not explicitly aspects of language.

students
gs1 to gsn

responding moves
res perform tasks
or answer
questions

letters, words,
commas, periods,
etc.

other

good or bad.
life

formula: genuine
greetings, leavetaking, etc.

Braille; drawing
letter or stress mark
on ones hand.

class
c

reacting moves
rea reflexive
communications that are not
re-quested.

informant
i
bearing moves
bea unconscious
communications such as
jiggling ones
keys; the environment or
situation one is in,
etc.
textbook
b

label
naming parts of
speech or group of
items.

non-linguistic.
aural bell, clapping,
humming, music,
noise, tapping, etc.

visual real; food,

live things, objects,
people, speech
organs, voice box,
working things, etc.
representational:
cartoon, picture,
puppet, sketch, etc.
schematic: diagram,
erasing, line
showing space, map,
under-lining, etc.
symbolic rod
representing a
house, etc.

present
communicating
content itself
change medium
question state

relate
relating
communications
about content and
content itself
explain making
generalizations,
giving rules or
reasons; explicitly
relating, etc.
interpret
making inferences,
generating new
patterns, implicitly
relating, etc.
re-present
communicating
content another has
just communicated
in the same medium
with or without
change.
combining,
imitating,
paraphrasing,
substituting with
changes
substituting with-out
changes

imagination: what
would happen if?
etc.
personal: feelings,
information, etc.
public: general
knowledge about
persons, places,
things, aesthetics,
religion, etc.
skills: cooking,
studying, track,
typing, etc.
social issues:
population,
prejudice, etc.
procedure
administration :
calling roll, phoney
greetings; checking
questions do you
follow?; transition
OK, Uhm; query
repeating with rising
intonation, etc.
classroom social
behavior: discipline,
etc.
teaching directions:
setting tasks,
communicating
instructional
information, etc.
teaching rationale:
support for a method
or procedure, etc.

subject matter
school subjects:
biology, math, not
language, etc.
survival skills: how

transforming

to budget,
understanding a
lease, etc.

unspecified
visitor
v

other
clothing,
furniture,
temperature, etc.
para-linguistic
aural crying,
laughing, silence,
tone of voice,
volume, etc.
visual real, color,
faces, gazing,
gesture,
movement,
posture, etc.
symbolic: ges- for
summer, etc.
other
dance, distance,
touch, etc.

Five Characteristics of Communication

Setting: An airport first at the
Ticket
Pedagogical
Source
Purpose

Medium

Use

Content

1.How much is a ticket to Chicago?

$120.00
Thats rather high.
Its gone up because of the price
of fuel, the increased wages for pilots
and higher fees at all the airports.
Please book me on the next flight.
(after checking)
Ive booked you on the 3 oclock.
Thank you. (and smiles in a
friendly way)

s1

t
s

res
rea

la
la
pv

2How long have you been in Montreal?

For three days.
Why were you here?
To visit some friends.
Please open your bags.
(open bags)
(looks through the bags and checks
with his hands the content of some
bags)
You have to pay duty on these
shoes.
Thats stupid!
Go over to the collection booth.
Its to the left of Avis.
(points to the collection booth)
(goes over to the collection booth)

t1
s1
t
s
t
s
t

sol
res
sol
res
sol
res
rua

la
la
la
la
la
pv*
nvlx2
la
la*
pa
la
la
pv
pv

s
t

sol
res
rea
rua

sol

l1

la
la
la
la

costumer, then at
Customs and finally on a
plane

pres:ques
pres:state
char:illustrat
e
relate:explain

la

life
life
life
life
procedure

pres:ques

t
s

sol
rua

sol

res

pres:state
pres:state
char:evaluate
pres:ques
pres:state
char:ques
relate:state
pres:ques
attend

procedure
life:formula

procedure*
procedure
procedure
procedure
procedure
procedure

char:evaluate
char:evaluate

procedure
life

pres:ques
char:examine
char:examine
pres:state

procedure
procedure
procedure
procedure

3Welcome aboard.
(passenger goes to seat)
This is the captain speaking. We
will be taking off soon right on
schedule. We will be flying at 35,000
feet. The weather is clear all the way
and the ceiling in the Chicago area is
high. Enjoy the flight.
(one passenger to another)
They all sound the same
Would you like a cocktail or a
soft drink?
(pointing to both on the cart)
A cocktail.
(Steward begins to fill glass with
ice)
Light on the ice though.

t1
s1
t

rua
str
str

la
pv
la

pres:state
pres:state
char:state

life:formula
procedure
procedure
life:formula

rea

la

life

sol

s
s

res
str

la
nvl
la
nvl

char:differentiate
pres:ques
pres:ques
char:evaluate
pres:state

rea

la

char:illustrat
e

life

life
life
procedure