Taskin2017

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Taskin2017
BibType ARTICLE
Key Taskin2017
Author(s) Elif Taskin
Title Interactional unfolding of vocabulary explanations in meaning and fluency contexts
Editor(s)
Tag(s) EMCA, Language Learning, Vocabulary explanation, Classroom interactions
Publisher
Year 2017
Language English
City
Month
Journal International Online Journal of Education and Teaching
Volume 4
Number 4
Pages 562-575
URL Link
DOI
ISBN
Organization
Institution
School
Type
Edition
Series
Howpublished
Book title
Chapter

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Abstract

In the field of foreign and second language education, there is great deal of research on vocabulary teaching and learning. However, there is relatively limited research dealing with the vocabulary explanations during ongoing classroom interaction. This article aims to provide vocabulary explanation sequences in meaning and fluency contexts (Seedhouse, 2004). To this end, a foreign language education classroom including 13 students was recorded for a classroom hour, and the interaction in the classroom was transcribed. The classroom interactions were analyzed by using conversation analysis methodology, and vocabulary explanation examples were described in detail. As a result of the analysis, two vocabulary explanation sequences are provided in meaning and fluency contexts based on the students’ responses. Results show that when the students display understanding in their native language, the teacher asks follow–up questions before closing the turn; however, when they display understanding in the target language, the teacher closes the turn without asking further questions.

Notes