Advisor 3, Learner 3: Interview 2, Extract 7 (C3_A3_2_7)

C3: well, the content of this kind of exercise, well, the words in question, you don’t really need them after all.
A3: no
C3: well it’s < an exercise um
A3: it’s an exercise, yeah >
C3: it allows you to see that in the end, well, if you’re able to < put back
A3: um >
C3: words in the right place and < cetera but it’s
A3: c’était c’était > on the structure of a text voilà < c’était
C3: OK >
A3: that was it < the thing
C3: yeah yeah >
A3: but that’s not it that’s it that allows me to see other things < it relaxes me a bit that also allows me but that’s not it
C3: yeah that’s it it also changes the type of >
A3: the main thing I went to
C3: yeah erm so when you spoke earlier erm you were talking to me about methodology erm note-taking erm what you were doing at the time erm when you were erm when you were working under the supervision of a < teacher whose
A3: yeah >
C3: you had to understand the mechanism a bit and < that as a result
A3: hmm hmm >
C3: this led you to make lists and learn them by heart < et cetera good
A3: yeah yeah yeah > we made the lists in class [laughs] no need to go over them again [laughs].
C3: yes, but I mean < afterwards
A3: yeah yeah yeah >
C3: the work < of cramming

A3: it’s cramming for me >
C3: which isn’t much use, so today it’s all about the words you put in your little < file
A3: yeah >
C3: what do you do with that for the moment nothing or < for the moment you
A3: for the in- for the in- for the in- > for the moment I’ve got them I’ve written them down < and but but but but but
C3: OK >
A3: it struck me um I’m going to I’m going to cumulate what um when I took English again at university two three years ago
C3: yeah
A3: we had ah well he says hello, it’s a teacher1
C3: ah lala
A3: it’s < \nteacher1
C3: c- >
A3: who taught me
C3: that’s nice < it was my
A3: yeah yeah yeah >
C3: one of my – he’s in my thesis, of course, because I recorded his lessons for weeks on end I don’t know if he told you < a little bit and um
A3: a little bit yeah and >
C3: ah well that’s nice < he’s fine otherwise
A3: well c- c- he’s our > yeah yeah he’s our < teacher
C3: yeah >
A3: English at \nomdécolesupérieure1\ and um we had asked him to give us some lessons um at teacher level
C3: right
A3: I’d been there the first year I was very assiduous and then afterwards um so I could see that it wasn’t progressing it was a very heterogeneous gr- groups
C3: um

A3: erm I was the weakest and so I had difficulty so there *** we went through the lists again so erm he wrote down all the vocabulary and grammar points so erm he did it well eh < at the end
C3: [laughs] >
A3: so we wrote it down and then he explained it again and so on
C3: um
A3: well, um, the sheets are sheets anyway
C3: yes, in other words, afterwards you didn’t < um
A3: no, but what > if we go back to the principle of putting the situation into < context
C3: um um > um
A3: words are words
C3: um
A3: so um they’re not put in context
C3: absolutely
A3: so there’s no point in me going back to them
C3: ahem
A3: and I don’t even want to go and take them again because I’d be going back to cramming
C3: yeah yeah yeah
A3: And what’s the point of knowing lots of words?
C3: I think there are more things like what you were saying earlier, for example about we should + [lang=English]
A3: um
C3: that’s something you’ll r- find again < necessarily
A3: yeah >
C3: because you will find we should +[lang=English] or or should be +[lang=English] < something
A3: hum hum >
C3: or well, so you’ll find this form again, so in a way you can write it down in a corner as being a
A3: a recurring thing

C3: a recurrent aspect on which you need to be a bit clearer < so that, um, that’s it
A3: yeah but it speaks to me when you say that > it speaks to me that that that that that doesn’t pose a problem for me because it’s an element in the structure of understanding < another language
C3: there > that’s it
A3: it’s not something < decontextualised
C3: that’s it > but you’re not necessarily going to
A3: well, for example < erm
C3: write um > say the void in < void +[lang=English] um
A3: that’s it >
C3: one after the other < uh
A3: that’s it >
C3: for um for not < much
A3: so > I wrote them down because it’s for understanding the text
C3: um
A3: so that when I come back to the text I don’t have to go back outside again < um
C3: start again >
A3: to start again
C3: to ask you again and so on yeah yeah
A3: because there, for example, the e- the expression j’avais j- j’avais je l’avais trouvé mais j’étais pas sûr a quest a quest for the holy Grail +[lang=anglais] < la quête du Graal
C3: [laughs] >
A3: and then like Grail +[lang=English] it wasn’t written exactly like Graal in French so I had a little doubt but um it looked like this
C3: hum hum
A3: and so I checked and it was um it was fine but there you go the Grail quest c- c- it’s an expression that can be used quite often but apart from that
C3: hum hum
A3: it’s not a big deal if you can’t remember exactly what it was