“Why is it necessary to do notes?”: att ifrågasätta och göra
motstånd mot lärarens instruktioner i projektarbete i
engelskundervisningen
Nigel Musk ([email protected]), IKK, Linköpings universitet
Hemsida: http://www.liu.se/ikk/medarbetare/nigel-musk
OFTI 29 (Områdesgruppen för forskning om tal och interaktion) Mälardalens högskola, Eskilstuna, 1617 september 2011: http://www.mdh.se/ukk/forskning/ofti29
1. Holy Crap!
Albin 1
Participants: Jakob (J) = teacher, Albin (A), Hassan (H), etc.
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Jakob:
Pause:
?:
Jakob:
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Jakob:
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Hassan:
Jakob:
Pause:
?:
 ((to another pair)) hör ni
(1)
 ja¿
 vet ni va:
(.8)
 öh i >instruktionen så står de att ni ska samla material först< (.2)
 å börja skriva dokumentet
(.2)
 ((H turns towards J)) holy crap
 i ett s- senare steg. ((A also turns towards J))
(1.9)
 måste man (xx)
2. Why is it necessary to do notes?
Participants: Jakob (J) = teacher, Albin (A), Hassan (H)
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Albin:
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11:13-
Albin 1
13:26-14:58
 °e e vi ska ba samla källorna°
uh uh we should just gather the sources
 ((H & A read the instruction sheet))
(2.9)
 tell us: about somef- (of th-) fings that this person has done¿
 ((H reads aloud from instruction sheet))
(.3)
 no it’s: pretty much: (.5) right
(2.2)
 ((switches from Word document to Wikipedia: Marco Polo & then scrolls
through entry))
 he travelled a lot¿
(7) ((J approaches))
 how’s it going for you boys?
(.8)
 okay¿
(.2)
 it’s ┌good¿
└oo:h ((J loses his balance as he bends down))

(.9)
 but u:h w:hy i- i- is it is it n:ecessary to do notes when we: (.2)
 ((A picks up instruction sheet and points at relevant instructions))
 wh┌en (xx) when we can just uh
└yes::

(.7)
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Albin:
copy the text an’ then write
 em:: (.6) (you ┌can)
└the first thing

((reaches across & points at instruction sheet))

(.4)
 if you: give me the paper? (.4) the first thing (.4) >I want you to
 ((J wiggles fingers on outstretched hand & A hands J the sheet))
 do< is (.7) collect good materials about the person (.) copy (.4)
 ((J points at relevant instructions; A & H look at sheet))
 this material this text and uh (.6) audio an’ video (.4) into a
 document and save it (1.2) because I want to see (.2) what sources
 you have been using. (.7) okay¿
 ((H removes the instructions from the keyboard))
(.6)
 ((grabs mouse and starts scrolling again in Wikipedia))
┌yes:┐
 (we can just ┌xx) ┐
└which┘ texts you have using in the └orig┘inal

((J points whole hand at screen))

(.2)
 we ┌can just┐ write a lit- above
└an’ then┘

(.4)
 ((H switches to Word & indicates with cursor the space below the
 over here and then we can copy de link an’ (.3)
 Word text & then switches back to Wikipedia))
 paste ┌in┐
 ((H returns to Word and indicates the same space again with cursor))
└no┘: not a link.

(.6)
if
you’re
using
YES
 I want? (.) I if ┌you
((J
points
whole
hand
at
screen))

└you (really) want the whole text d’ you want the

((H rolls hand in front of screen))

yes
┐

 whole text al┘right.
(1.2)
┐
 if you’re (.) using ┌wikipedia
└we can just write┘ we can just write out this p
((H points at screen & rolls hand))

 uh this: uh s:ide¿
 ((H starts scrolling down again))
(.4)
 yes (.8) a:h you can uh copy it all into a word document.
((J sweeps hand across screen & flicks hand towards screen

& H then scrolls up the Wikipedia page again))
(.2)
 okay
 °ye┌s::°┐
└but ┘

(.5)
 then again think (.2) think also about other sources.
((H returns to Google search engine))

(.2)
 I ┌mean┐
└yes ┘

(.)
 vikpedia is not the ┌only place where┐ you can find good information.
 ((H scrolls down Google page and up again))
└yes we know
┘

((J gets up and leaves))
3. I think it’s quite unnecessary to write it out again
Participants: Jakob (J) = teacher, Albin (A), Hassan (H)
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Albin 4
00:55-03:46
 so have you done your notes boys¿
 ((carries on writing from “Marco Polo worked for the king”:)) of
(.2)
 yes:: (.7) I fink ┌so
 ((H erases:)) [o]f
└can I see them? $huhuh$

(.8)
 ((A looks for their “notes”))
 we made j- just a little notes but um,=
 ┌=not that┐ much¿
┘
 └=’kay
(.7)
 okay
(13.6)
 ((H hands the right sheet to J & J reads them))
 ((H erases:))king o king offf the mongols em┌pire
((red wavy line appears under “mongols”))

(°how
do°)

(.9)
 ((H returns to word “mongols”))
 °how do(es) mongols spell°
 ((H looks over A’s photocopy & then checks another one))
(2.2)
 mongol
(.3)
 ┌I think┐ it’s so
┘
 └okay
(.4)
 I
 =big=
 ((H moves cursor to beginning of “mongols” & corrects:)) mM[ongols]
 =but
(.8)
 now that you’re writing your document you’re not using the notes¿
 ((J holds out printed notes))
 (.2) or?
(1.4)
 you’re using that material.
 ((J points at the photocopies))
(.5)
-i –i –i
┐ (.2) –i (.2) it’s (.7) p:retty mu and the no┌tes
 ((A points at notes))
└we’re using the both¿┘

((H points at notes))

 the (.) much the same information.
 ((J props up notes behind the keyboard))
(.6)
 °okay°
(.5)
 yeah
(.5)
my
┐
 ┌my
 └we’ve got every┘fing we got here °from here°
 ((H points at notes and up at screen))
(.3)
 yeah okay (.9) a::h (.) because my idee (.5) was: (.7) to you for you
 to (.3) first gather a lot of material¿ (.7) then read through that
 material (.6) make some notes >as you have done<
((J points at notes; H checks other sheets))

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Hassan:
(.7)
 ┌mm ┐
 └an’┘ from these notes: (.8) I wanted you to write your own document
 ((J taps the notes; H continues to check other sheets))
(.2)
 m h↓m
(.3)
 ┌so↓┐
 └but┘ I mean i(.4)
 ┌ i- i- i- ┐
 └in this sta┘ge that you are now (.4) I wouldn’t (.3) I would like
 you not to look at those papers. (.7) but only those papers. (.3) so
 ((H puts photocopy aside; J points at photocopies & then notes; H
nods))
 (.5) that makes these notes quite important
((J points at notes))

(.8)
 but I mean uh (.8) if (.7) i- i- i- if if if we sh- if we should
 summon up all this into th- that paper then it’s (.4) I I think it’s
((A lifts one photocopy & points at notes))

 quite unnecessary to (.3) write it write it out again (.2) because
((A points towards screen))
(.3)
 it would be just (.)
((A picks up photocopy))

(.)
┐
 i- i- ┌i- it would b- it would be l:ike um
│the same

└well then you haven’t really understood the point of notes┘

 I think because notes should be really short stuff. (.4) short stuff
 that: makes you remember. (.4) the original stuff. (1.2) so it
 shouldn’t it shouldn’t necessarily be whole (.3) whole sentences
((J points at notes))

 even.
(.5)
 yea:h we can make a mind map.
(.2)
 yeah (.2) mind ┌map or anything┐
└but
u:m
┘

(1)
 w- ┌we ┐
└just┘

(.4)
 ┌short┐ words that will remind you of (.5) things to write, .h an’
 └(°m°)┘
 then of course it’s okay (.5) to go back into the original material
((J points with whole hand to photocopies))

look¿
┐
 an’ ┌an’
└you can’t remem┘ber everyfing.=

 =exactly you can’t remember everything (.7) but it’s a good way to
 start off?
(2.7)
 ((H looks down at photocopies))
 well (.7) having said that? (.5) keep working. (.3) because (we’re)
 we don’t have (.8) very much time.
 ((H puts his hands on keyboard & looks at screen))
(.4)
 ┌yes:
 └yeah
(1.7)
((J gets up and goes off))
 °k-°
96
Pause:
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Pause:
Hassan:
Jakob:
(26.5)
 ((H moves cursor to the end of the text “Marco Polo worked for the
king of the Mongols empire” & writes:)) Kubl Kubl for for He served
him in 17 years.
 ((H moves cursor back to end of previous sentence and adds:))
Kublai ┌Khan
└uh: does anyone have a question before I leave¿

(.7)
 no (.) sir.=
 =okay (.) ↑good
Transcription conventions
((slaps desk))
lis-
Pauses in speech of tenths of a second
Pause in speech of less than 0.2
seconds
Equal sign: latching between
utterances
Opening square brackets between
adjacent lines: overlapping talk or
other activity (between different
participants)
Closing square brackets between
adjacent lines: closure of overlapping
talk or other activity
Dash: cut-off word
sh:::
Colon: prolonged previous sound
$hi$
(swap)
Words in single brackets: uncertain
words
Crosses in single brackets: unclear
fragment; each cross corresponds to
one syllable
Words in grey bold: translation of line
above
>dä ha vi lite<
,
Comma: ‘continuing’ intonation
.nhhä
.t
.
?
Fullstop: a stopping fall in tone
Question mark: rising intonation


¿
Upside-down question mark: partially
rising inflection

(.5)
(.)
yeah=
=yeah
┌yeah
└mm
yeah┐
mm ┘
(xx)
dä ju så
that’s how it
is
[katy]
AND
Double brackets: comments on
contextual or other features, e.g.
non-verbal activities
Names in square brackets: changed
for reasons of confidentiality
Capitals: noticeably louder than
surrounding speech
really
Underlining: speaker emphasis
°crap°
Encompassing degree signs:
noticeably quieter than surrounding
speech
Encompassing dollar signs: smiley or
chuckling voice
Encompassing more than/less than
signs: faster speech
Encompassing asterisks: other
distinguishing voice quality
*no*
((*croaky
voice))
Double brackets + asterisk:
description of feature encompassed
by asterisks
Initial fullstop: inbreath
or click (e.g. tutting)
Talking head: speech
Computer icon: involving the
computer screen
Paper icon: involving the question &
answer sheet