3.4.1 Task frames (leading pair)

In general, these are questions and statements which are made by the leading team, which are characterized by their general applicability and relevance to tutoring.  These expressions are differentiated from interactional scaffolds, in that the latter are more specific in their targeting of learner needs.

Instructions and re-instructions (INSTRUCTL) for example, “After that P Walk towards the left mah”
These are straightforward directions, as well as repetitions of such directions (without any attempt to modify the original in response to following team’s difficulty at comprehension or attainment).  The example above is a re-instruction, “after that ‘P’, walk towards the left” – the particle ‘mah’ indicates something akin to “like I had told you earlier”.

Questions seeking to determine or verify attainment, as well as those requesting reports on attainment (ATTAINL) for example, “Where is e place before u reach e bus stop”, “U back to 536 liaoz?”, “Y g0t hses?”, “What is the mms u send?” and “Reach the pets le?”
These represent the leading teams’ attempts to determine whether the following team has successfully found the checkpoints, or more generally, to determine the location of the following team.  In the examples above, the questions are, respectively, “where was the place you were at before you reached the bus stop?”, “are you back to block 536?”, “are you sure there are houses where you are?”, “can you describe the place depicted in the photograph which you sent?” and “have you reached the pet shop yet?”

Exploratory questions (EXPQNL) for example, “Where r u”
Like instructions, exploratory questions are straightforward, open-ended, questions, which are asked without any attempt at further qualification or focus.  The example above is, of course, “where are you?”

Questions checking for understanding (QCUL) for example, “Got it an0t?” and “U noe where izit?”
These represent the leading team’s attempts at checking if the instructions sent by them have been understood by the following team.  In the examples above, the questions are, respectively, “got it, or not?” and “do you know where it is?”

Questions or statements addressing misconceptions (MISCONL) for example, “U gt cr0s the rd ar? U cant cr0s it” and “U didn’t walk towards the p0ol rite?Er ,u c0uldnt walk there.”
These represent questions asked and statements made by the leading team, in response to pre- or misconceptions possibly held by the following team.  In the examples above, they are, respectively, “you crossed the road?  You weren’t supposed to cross it” and “you didn’t walk towards the pool, did you? Er, you weren’t supposed to walk there”.

<- 3.4 Modes of Discourse and Conversational Frameworks          -> 3.4.2 Interactional scaffolds