Data_elicitation_protocol.html

Data elicitationprotocol

Poster description

Material: a poster from the series:“Hierfällt ein Haus, dort steht ein Kran, und ewig droht derBaggerzahn oder dieVeränderung der Stadt” (“Here collapses ahouse, there stands a crane, and thedredge is always threatening, or, the alternation of a city”)by Jörg Müller,1976. The poster presents a scene of a historical town centre. It isoriginallya triptych, which we will be dividing up into three separate pictures.Only thecentral picture will be subject of the description.

Interviewers: 2 interviewers, of which onewillplay the role of the naive interlocutor to the learner. The naiveinterlocutorwill later draw the picture described by the learner. He or she is notin theroom when the description task is explained by the other interviewer.Theinterlocutor will only enter the room when the other interviewer hasgiven thebelow instructions and the learner is ready to start his description.In thecase of the most basic second language learners the interviewer thatgives theinstructions should be a speaker of the learners' native language inorder toensure the learners' comprehension of the instructions and to help themwithmissing vocabulary.

Instruction: Weare going to play a kind of game. I would like you to describe thispicture (showing picture) to the person over there who has never seenthispicture before (pointing to the naïve interlocutor situated ata spot fromwhere he/she cannot see the poster). While listening to yourdescription, thisperson will try to draw the picture. Please mention where the objectson thepicture are located, otherwise he/she will not know where to drawthings onhis/her white sheet of paper (the naïve interlocutor shows thewhite sheet ofpaper to small children).

Procedure: After the instructions thelearnerhas the picture in front of him. During the description of the learner,thenaive-interlocutor tries to draw the picture. If the learner'sdescriptionisn't clear enough, the naïve-interlocutor may encourage thelearner to be moreprecise, but without asking questions like "Where is X?". If it isnecessary to prompt the learner’s production, the interviewerwill rather say:"continue", "be more precise", "I need more details",etc. If the learner has problems starting, the other interviewer (notthe naiveinterlocutor) can help out by asking "What can you see on thepicture"? or by providing the beginning of the description ("On thepicture you can see…").

After the end of the learner'sdescription,children will be shown the picture drawn by the naïveinterlocutor.

Film narration

Material: a silent movie for childrenwith alength of approximately 6 minutes.

The film consists of thefollowing scenes: adog wakes up; gets out of his kennel; sees that it is cold outside (thegroundis frozen, there is snow); he slips and falls; he gets back on hispaws; callshis master (a little boy); the boy gets his ice-skates and they goskate on thepond together; they have only one pair of skates; each takes one skateand theskate on the ice together; the boy decides that he wants to skatealone; hetakes the skate away from the dog and leaves to go skating on his own;the dogis angry and stays on the shore; suddenly the ice breaks and the boyfalls intothe water; the dog sees it and tries to save him; he finally succeedsinpulling the boy, who is completely soaked, out of the water; he takeshim backhome; and all’s well that ends well.

Interviewers: at least two interviewers ofwhichone watches the movie together with the learner/learners. The otherinterviewer, the naive interlocutor, enters the room later. The naiveinterlocutor is left alone with the learner during the film narration.

In order to make this part ofthe dataelicitation more efficient it is possible to show the movie to a numberoflearners simultaneously in the presence of one interviewer. Eachlearner canthen sit down with a naive interlocutor to narrate the movie. In thiscase, alarger number of interviewers should be available, so that they cantake chargeof more learners simultaneously.

Instruction:The naive interlocutor (who was absent during the viewing of the movie)givesthe following instruction: You just saw amovie that I do not know, could you tell me what happened in it?

Procedure: The naive interlocutor triestointervene as little as possible, but makes sure to provide enoughscaffoldingfor the learner to know that he is following the narration.

Narrative on the basis of a picture sequence

Material: A sequence of 30 pictures asproposed by Christine Dimroth (a task developed specifically for theelicitation of additive particles). The original story, “findout who killedthe princess” was altered to “find out who savedthe princess imprisoned in thecastle’s tower” so as to make the story acceptablefor children.

Interviewers: 1 interviewer.

Instructions: The texts provided by theinterviewer with picture 1 to 4 are as follows:

Picture 1: Here is the mainstreet of a town.There is a church, a pub, a hardware store (garden centre) and there isa hillwith a forest and a castle.

Picture 2: In the tower of thecastle there wasa princess imprisoned by a mean and nasty witch. On Thursday nighthowever, tothe great pleasure of her father the King, the princess was liberated.

Picture 3: There were 2 peoplein town, Mr.Blue and Mr. Red, one of whom saved the princess. This man then leftveryquickly so that the King was not able to see who saved his daughter,nor togive him a reward or even to just say thanks. Luckily, you had thechance toobserve the two men on that Thursday afternoon, because your windowlooks outon this part of the street, and you sort of kept an eye on them.Therefore, youwill be able to help the King find the person who saved the princess,answeringto the following question:

“WhatdidMr. Blue and Mr. Red do on Thursday afternoon?”

Procedure: The interviewer showspictures 1to 4 to the learner, accompanying them with the above text. Then, heshowspictures 5 to 30, one by one, and the learner has to answer on thebasis ofeach single picture what Mr. Blue and Mr. Red did on Thursdayafternoon. Thepictures are turned over only after the learner has produced a comment.If itis necessary to prompt the learner’s production, theinterviewer will do so bysaying: “what happened?”, “What did theydo?” Do not prompt by saying: “What doyou see”! If this type of prompt does not suffice, it ispossible to give anexample accompanying picture 5 such as “Look, Mr. Blue andMr. Red are in thestreet”. The pages should be turned in a way that allows thelearner to look atthe actual picture and theimmediately preceding one.

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