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...ction with dynamic moves, reasonable space is needed to clarify some moves, which have not been presented in Ventola¡¦s (1987) system but have been significantly evident throughout the corpus analysed by the writer. Some seem to be particular to classroom discourse, and some to ESL classroom discourse. Three dynamic systems have been identified by Martin (1985) and Ventola (1987). There are; suspending, aborting (by Martin), elucidating (Ventola). Four types of suspending phenomena have been identified; giving confirmation, backchannelling, requesting confirmation, and checking. One type of each of aborting and elucidating phenomena has been identified, that is to say challenge and clarification respectively. The six sustaining moves that have been observed in the corpus are repetition, rephrasing, clues, irrelevant and no response, and corrections. Repetition, rephrasing, and clues usually occur as a response to irrelevant response or no response moves. The former are recursive depending on the occurrence of the latter. In other words, the number of the moves in an exchange may vary ranging from once to many time. Example 1 DK1 T : What do we do with a letter? 2 ro Ss: ¡K¡K 3 rp T : What¡¦s a letter? What do we do with a letter? 4 ro Ss: ¡K¡K 5 rp T : Mmhh? 6 irr Ss: (speak overlappingly) 7 rp T : What do we do with a letter? 8 ro Ss: ¡K¡K¡K 9 T : Well?? 10 ro Ss: ¡K¡K¡K.. 11 rp T : What¡¦s a letter? 12 K2 S6: Erm¡K I¡K. write the date. 13 rpr T : Write? 14 rrpr S6: Date 15 T : Yes, This is comprehensive example of how repetitions (rp) are being utilized to pursue the appropriate response (K2) to the initiation (DK1). The example also shows two other kinds of move closely related to repetition, that is request to repeat (rpr) and response to the request (rrpr). A distinction needs to be made between repetitions which are triggered by other interactant situations and the teacher¡¦s self-repetition, that is those repetition made voluntary by the teacher as an attempt both to allow the students to get more opportunities to process the information and to follow the teacher¡¦s model. Referring back to the first example, some no response and irrelevant slots can be found. Included as ¡¥ no response¡¦ (ro) instances, are responses which are inaudible both to the researcher and the teacher. In this corpus, these usually co-occur with a repetition, rephrase, or any other sustaining dynamic moves performed by the teacher in her attempt to sustain the negotiation. Correction (Corr) occur in two places; i...