Difference between revisions of "Taskin2017"
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|BibType=ARTICLE | |BibType=ARTICLE | ||
|Author(s)=Elif Taskin | |Author(s)=Elif Taskin | ||
| − | |Title=Interactional unfolding of vocabulary | + | |Title=Interactional unfolding of vocabulary explanations in meaning and fluency contexts |
| − | explanations in meaning and fluency contexts | + | |Tag(s)=EMCA; Language Learning; Vocabulary explanation; Classroom interactions; |
| − | |Tag(s)=EMCA; Language Learning; Vocabulary explanation; Classroom interactions; | ||
|Key=Taskin2017 | |Key=Taskin2017 | ||
|Year=2017 | |Year=2017 | ||
| Line 13: | Line 12: | ||
|Pages=562-575 | |Pages=562-575 | ||
|URL=http://iojet.org/index.php/IOJET/article/view/244/191 | |URL=http://iojet.org/index.php/IOJET/article/view/244/191 | ||
| − | |Abstract=In the field of foreign and second language education, there is great deal of research on | + | |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. |
| − | 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. | ||
}} | }} | ||
Latest revision as of 01:19, 4 November 2018
| 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 | |
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
