Smith's Social Linguisticn (Interactional) Approach
Messages -> What someone says ( 1 person ) ( 1 Topic )
Interactional Units -> A conversation with two speakers on the same topic.
Set of interactional units -> Coversation on the same topic with multiple turns/interactions.
Moved conversation forward by making statements.
CH introduces new topic
Change in set of interactional unit
-> Defined by laughter
-> Ch introduces new language.
Where does the conversation change focus? What marks those changes?
Interactional set #1 -> (Main Focus) Being an expert in games doesn't count as being in software.Ch I wanted to talk a little, you talk about your self as a hardware expert, you said software novice, although I bullied you into being competent, what software do you know how to use?
B you know, what everyone else knows how to use, word, frontpage, powerpoint, excell, spreadsheet things
Ch so it's interesting, games aren't really considered software are they?
B they are -
Ch so you know lots of software
B yeah, but it's just games (laughing) -> signal for the end of the first unit. (Laugh)
Interactional set #2 -> Relationships between games and software. (Background)
Ch so what kind of crossover did you find between learning the games and learning the software everyone needs to know? Obviously it wasn't real hard for you to learn, frontpage
B I think it's because I had ah, background exposure
Ch what background?
B Well, just in learning how to learn a program, I just see buttons, tool tips and ah I make a go at it, the scissors mean I can cut in here, and I can just cut and drag and drop - these a simple things everyone knows, I guess the only reason I can pick up learning a program is that I just have that knack, no other way to explain it.
Interactional set #3 -> Gaming as literacy.
Ch that's literacy - you have the basic tools, the right basic set of assumptions for how to read, understand, interpret a program. And so what I'm looking for is the connection between all the gaming experience you have and your ability to do that with the applications - the academic applications
B well like a lot of games, in the beginning, there's menus. You don't just start playing. There's menus, you get to customize your decal your spray, clothes,
laughing
It's not all playing the game it's a lot of process to prepare for it, there's like box, scripts, you practice it, and you're not playing with other people, you're just like fooling around.
Ch OK so all those things - same kinds of processes, same kinds of moves - so navigating menus is something you learned from games that can carry over - anything else?
B I think that is the main thing, I can't connect a First person shooter with Microsoft word, that would be a real stretch
Ch how about file systems and gaming spaces?
B you know, you're right, because the game, the games are still software, and they're still files, so there are certain organization of a game that is different from regular files
Interactional set # 4 -> How playing games as a kid prepared you as an adult.
Ch - so what's another thing - so playing those games when you were a little kid set you up to be able to disentangle that DOS system more easily than your stepfather, so what were you doing?
B like I was navigating through menus
Ch you got used to trial and error
B I wasn't being graded - there's no - all right man, let's pass this class you've got to
Ch so you're completely comfortable with messing it up and starting over.
B Oh yeah
Interactional set # 5 -> Ch states her opinion about print generation.
Ch I think the print generation has a lot of hangups with that - what's something else
B there's a song by Natasha Ben ? I hear it on the radio - it goes like, she says in her song, that we're taught not to make mistakes, we really can't live that way
Discussion of Patterns:
-> Throughout each interactional set, Ch directs the conversation. However, in many instances Chandler's questions are based off of Brian's response. For example, in interactional set # 2 Brian responds to Chandler's initial question by saying, "I think it's because I had ah, background exposure."
Chandler's next question connects to Brian's answer so she asks, "What background?"
Who learns what?
-> In this interview it is obvious that Chandler learns about the primary focus which is gaming and software. However, through the conversation Brian seems to learn that he is quite good at gaming and software because during the interview Brian seemed to be very modest about his skills in his field pf expertise.
Power Dynamics:
-> Chandler is in control throughout the entire interview.
Goldman's cognitive approach
Surface layer- Physical presentation of the text and what is being interpreted. (What Brian thought about his gaming knowledge).
Textbase layer- What the text says.
Situational Model- Assumptions referred to by the text. (Brian now knows that he can apply his knowledge of gaming to different software.)
Ch I wanted to talk a little, you talk about your self as a hardware expert, you said software novice, although I bullied you into being competent, what software do you know how to use?
Discussion of Patterns:
-> Throughout each interactional set, Ch directs the conversation. However, in many instances Chandler's questions are based off of Brian's response. For example, in interactional set # 2 Brian responds to Chandler's initial question by saying, "I think it's because I had ah, background exposure."
Chandler's next question connects to Brian's answer so she asks, "What background?"
Who learns what?
-> In this interview it is obvious that Chandler learns about the primary focus which is gaming and software. However, through the conversation Brian seems to learn that he is quite good at gaming and software because during the interview Brian seemed to be very modest about his skills in his field pf expertise.
Power Dynamics:
-> Chandler is in control throughout the entire interview.
Goldman's cognitive approach
Surface layer- Physical presentation of the text and what is being interpreted. (What Brian thought about his gaming knowledge).
Textbase layer- What the text says.
Situational Model- Assumptions referred to by the text. (Brian now knows that he can apply his knowledge of gaming to different software.)
Ch I wanted to talk a little, you talk about your self as a hardware expert, you said software novice, although I bullied you into being competent, what software do you know how to use?
B you know, what everyone else knows how to use, word, frontpage, powerpoint, excell, spreadsheet things
Ch so it's interesting, games aren't really considered software are they?
B they are -
Ch so you know lots of software
B yeah, but it's just games (laughing)
Ch so what kind of crossover did you find between learning the games and learning the software everyone needs to know? Obviously it wasn't real hard for you to learn, frontpage
B I think it's because I had ah, background exposure
Ch what background?
B Well, just in learning how to learn a program, I just see buttons, tool tips and ah I make a go at it, the scissors mean I can cut in here, and I can just cut and drag and drop - these a simple things everyone knows, I guess the only reason I can pick up learning a program is that I just have that knack, no other way to explain it.
Ch that's literacy - you have the basic tools, the right basic set of assumptions for how to read, understand, interpret a program. And so what I'm looking for is the connection between all the gaming experience you have and your ability to do that with the applications - the academic applications
B well like a lot of games, in the beginning, there's menus. You don't just start playing. There's menus, you get to customize your decal your spray, clothes,
laughing
It's not all playing the game it's a lot of process to prepare for it, there's like box, scripts, you practice it, and you're not playing with other people, you're just like fooling around.
Ch OK so all those things - same kinds of processes, same kinds of moves - so navigating menus is something you learned from games that can carry over - anything else?
B I think that is the main thing, I can't connect a First person shooter with Microsoft word, that would be a real stretch
Ch how about file systems and gaming spaces?
B you know, you're right, because the game, the games are still software, and they're still files, so there are certain organization of a game that is different from regular files
Ch - so what's another thing - so playing those games when you were a little kid set you up to be able to disentangle that DOS system more easily than your stepfather, so what were you doing?
B like I was navigating through menus
Ch you got used to trial and error
B I wasn't being graded - there's no - all right man, let's pass this class you've got to
Ch so you're completely comfortable with messing it up and starting over.
B Oh yeah
Ch I think the print generation has a lot of hangups with that - what's something else
B there's a song by Natasha Ben ? I hear it on the radio - it goes like, she says in her song, that we're taught not to make mistakes, we really can't live that way
Questions this analysis may answer:
-> This analysis can answer questions about how someone proir knowledge about a certain subject, can help them gain new knowledge about a new subject.
-> How a student's background can help them for the future.
No comments:
Post a Comment