Vocabulary explanations in beginning-level adult ESOL classroom interactions: a conversation analysis perspective

Kevin W.H. Tai
,
Nahal Khabbazbashi

Centre for Research in English Language Learning & Assessment (CRELLA)

Research Output: Contribution to journal Article Peer-review

Open access

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.

Publication Information

Output type

Research Output: Contribution to journal Article Peer-review

Original language

English

Pages from-to (Number of pages)

Pages 61-77

Journal (Volume, Issue Number)

Linguistics and Education (Volume 52)

Publication milestones

Accepted/In press - 24/06/2019
Published - 19/07/2019

Publication status

Published - 19/07/2019

ISSN

0898-5898

External Publication IDs

handle.net: 10547/623366
Scopus: 85069205415

Access to documents

10.1016/j.linged.2019.06.006

Nature of Vocabulary Explanations - For Publication.pdf

Accepted author manuscript, 1.01 MB

License:CC BY-NC-ND

https://www.sciencedirect.com/science/article/pii/S0898589818304522

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