Vocabulary explanations in beginning-level adult ESOL classroom interactions: a conversation analysis perspective
dc.contributor.author | Tai, Kevin W.H. | en |
dc.contributor.author | Khabbazbashi, Nahal | en |
dc.date.accessioned | 2019-07-19T10:59:43Z | |
dc.date.available | 2019-07-19T10:59:43Z | |
dc.date.issued | 2019-07-19 | |
dc.identifier.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. | en |
dc.identifier.issn | 0898-5898 | |
dc.identifier.doi | 10.1016/j.linged.2019.06.006 | |
dc.identifier.uri | http://hdl.handle.net/10547/623366 | |
dc.description.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. | |
dc.language.iso | en | en |
dc.publisher | Linguistics and Education, Elsevier | en |
dc.relation.url | https://www.sciencedirect.com/science/article/pii/S0898589818304522 | |
dc.rights | Green - can archive pre-print and post-print or publisher's version/PDF | |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/ | * |
dc.subject | conversation analysis | en |
dc.subject | vocabulary explanations | en |
dc.subject | ESOL | en |
dc.subject | Q330 English as a second language | en |
dc.title | Vocabulary explanations in beginning-level adult ESOL classroom interactions: a conversation analysis perspective | en |
dc.type | Article | en |
dc.contributor.department | University College London | en |
dc.contributor.department | University of Bedfordshire | en |
dc.identifier.journal | Linguistics and Education | en |
dc.date.updated | 2019-07-19T10:56:35Z | |
dc.description.note | I’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.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. |