Vocabulary explanations in beginning-level adult ESOL classroom interactions: a conversation analysis perspective
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Abstract
Recent studies have examined the interactional organisation of vocabulary explanations (VEs) in second language (L2) classrooms. Nevertheless, more work is needed to better understand how VEs are provided inthese classrooms, particularly in beginning-level English for Speakers of Other Languages (ESOL) classroom contexts where students have different first languages (L1s) and limited English proficiency and theshared linguistic resources between the teacher and learners are typically limited. Based on a corpus of beginning-level adult ESOL lessons, this conversation-analytic study offers insights into how VEs are interactionally managed in such classrooms. Our findings contribute to the current literature in shedding light on thenature of VEs in beginning-level ESOL classrooms.Citation
Tai K.W.H, Khabbazbashi N (2019) 'Vocabulary explanations in beginning-level adult ESOL classroom interactions: a conversation analysis perspective', Linguistics and Education, 52, pp.61-77.Publisher
Linguistics and Education, ElsevierJournal
Linguistics and EducationAdditional Links
https://www.sciencedirect.com/science/article/pii/S0898589818304522Type
ArticleLanguage
enISSN
0898-5898ae974a485f413a2113503eed53cd6c53
10.1016/j.linged.2019.06.006
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