INTERACTIONAL UNFOLDING OF VOCABULARY EXPLANATIONS IN MEANING AND FLUENCY CONTEXTS
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.
Keywords: conversation analysis, vocabulary explanation, meaning and fluency contexts, classroom interaction.
Chaudron, C. (1982). Vocabulary elaboration in teachers’ speech to L2 learners. Studies in Second Language Acquisition, 4(2), 170–180.
Flowerdew, J. (1992). Definitions in science lectures. Applied Linguistics, 13(2), 202–221.
Kitzinger, C. (2013). Repair. In J. Sidnell & T. Stivers (Eds.), The handbook of conversation analysis (pp. 229-256). Oxford: Wiley-Blackwell.
Laufer, B., & Girsai, N. (2008). Form-focused instruction in second language vocabulary learning: a case for contrastive analysis and translation. Applied Linguistics, 29(4), 694–716.
Lazaraton, A. (2004). Gesture and speech in the vocabulary explanations of one ESL teacher: A microanalytic inquiry. Language Learning, 54(1), 79–117.
Mortensen, K. (2011). Doing word explanation in interaction. In G. Pallotti & J. Wagner (Eds.), L2 learning as social practice: Conversation-analytic perspectives (pp.135-163). Honolulu: National Foreign Language Resource Center.
Morton, T. (2015). Vocabulary explanations in CLIL classrooms: A conversation analysis perspective. The Language Learning Journal, 43(3), 256-270.
Moskovsky, C., Jiang, G., Libert, A., & Fagan, S. (2015). Bottom-up or top-down: English as a foreign language vocabulary instructions for Chinese university students. TESOL Quarterly, 49(2), 256-277.
Nation, I. S. P. (1990). Teaching and learning vocabulary. New York: Newbury House.
Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge: Cambridge University Press.
Nation, P., & Newton, J. (1997). Teaching vocabulary. In J. Coady & T. Huckin (Eds.) Second language vocabulary acquisition (pp. 238-254). New York: Cambridge University Press.
Paribakht, T. S., & Wesche, M. (1997). Vocabulary enhancement activities and reading for meaning in second language vocabulary acquisition. In J. Coady & T. Huckin (Eds.), Second language vocabulary acquisition (pp. 174-200). New York: Cambridge University Press.
Pekarek Doehler, S. (2010). Conceptual changes and methodological challenges: On language, learning and documenting learning in conversation analytic SLA research. In P. Seedhouse, S. Walsh, & C. Jenks (Eds.), Conceptualising learning in applied linguistics (pp. 105-127). Basingstoke, UK: Palgrave Macmillan.
Schmitt, N. (2008). Instructed second language vocabulary learning. Language Teaching Research, 12(3), 329-363.
Seedhouse, P. (2004). The interactional architecture of the language classroom: A conversation analysis perspective. Malden, MA: Blackwell.
Seedhouse, P. (2005). Conversation analysis and language learning. Language Teaching, 38(4), 165-187.
Sert, O. (2015). Social interaction and L2 classroom discourse. Edinburgh: Edinburgh University Press.
Tian, L., & Macaro, E. (2012). Comparing the effect of teacher codeswitching with English-only explanations on the vocabulary acquisition of Chinese university students: A lexical focus-onform study. Language Teaching Research, 16(3), 367–391.
Ustunel, E., & Seedhouse P. (2005). Why that, in that language, right now? Code-switching and pedagogical focus. International Journal of Applied Linguistics, 15(3), 302-325.
Waring, H. Z. (2008). Using explicit positive assessment in the language classroom: IRF, feedback, and learning opportunities. The Modern Language Journal, 92(4), 577-594.
Waring, H. Z., Creider, C. C., & Box, C. D. (2013). Explaining vocabulary in the second language classroom: a conversation analytic account. Learning, Culture, and Social Interaction, 2, 249–264.
Zheng, S. (2012). Studies and suggestions on English vocabulary teaching and learning. English Language Teaching, 5(5), 129-137.
Zimmerman, C. B. (1996). Historical trends in second language vocabulary instruction. In J. Coady & T. Huckin (Eds.), Second language vocabulary acquisition (pp. 5-19). New York: Cambridge University Press.
Zimmerman, C. B. (2013). Teaching and learning vocabulary for second langauge learners.In M. Celce-Murcia, D. M. Brinton, M. A. Snow, & D. Bohlke (Eds.), Teaching English as a second or foreign language (pp. 288-302). Boston, MA: Heinle and Heinle.
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution 3.0 License.
Prof. Dr. İsmail Hakkı Mirici
Editor in Chief
Near East University
Ataturk Faculty of Education
Near East Boulevard, 99138
Mersin 10 - Turkey