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dc.contributor.authorTai, Kevin W.H.en
dc.contributor.authorKhabbazbashi, Nahalen
dc.date.accessioned2019-07-19T10:59:43Z
dc.date.available2019-07-19T10:59:43Z
dc.date.issued2019-07-19
dc.identifier.citationTai 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.en
dc.identifier.issn0898-5898
dc.identifier.doi10.1016/j.linged.2019.06.006
dc.identifier.urihttp://hdl.handle.net/10547/623366
dc.description.abstractRe­cent 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.
dc.language.isoenen
dc.publisherLinguistics and Education, Elsevieren
dc.relation.urlhttps://www.sciencedirect.com/science/article/pii/S0898589818304522
dc.rightsGreen - can archive pre-print and post-print or publisher's version/PDF
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectconversation analysisen
dc.subjectvocabulary explanationsen
dc.subjectESOLen
dc.subjectQ330 English as a second languageen
dc.titleVocabulary explanations in beginning-level adult ESOL classroom interactions: a conversation analysis perspectiveen
dc.typeArticleen
dc.contributor.departmentUniversity College Londonen
dc.contributor.departmentUniversity of Bedfordshireen
dc.identifier.journalLinguistics and Educationen
dc.date.updated2019-07-19T10:56:35Z
dc.description.noteI’m just looking at this publication you submitted to RMAS. Unfortunately, although you have submitted the proof and not the final pdf version, we still can’t archive a version with Elsevier branding and typesetting on it. Do you have a plain version we can use?
html.description.abstractRe­cent 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.


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