Literaturnachweis - Detailanzeige
Autor/inn/en | Tai, Kevin W. H.; Khabbazbashi, Nahal |
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Titel | The Mediation and Organisation of Gestures in Vocabulary Instructions: A Microgenetic Analysis of Interactions in a Beginning-Level Adult ESOL Classroom |
Quelle | In: Language and Education, 33 (2019) 5, S.445-468 (28 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0950-0782 |
DOI | 10.1080/09500782.2019.1596122 |
Schlagwörter | Nonverbal Communication; Interaction; English (Second Language); English Instruction; Introductory Courses; Second Language Learning; Vocabulary Development; Adult Students; Cognitive Processes; Teacher Student Relationship; Two Year College Students; Community Colleges; Oregon (Portland) Non-verbal communication; Nonverbale Kommunikation; Interaktion; English as second language; English; Second Language; Englisch als Zweitsprache; English langauage lessons; Englischunterricht; Einführungskurs; Zweitsprachenerwerb; Wortschatzarbeit; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Cognitive process; Kognitiver Prozess; Teacher student relationships; Lehrer-Schüler-Beziehung; Community college; Community College |
Abstract | There is limited research on second language (L2) vocabulary teaching and learning which provides fine-grained descriptions of how vocabulary explanations (VE) are interactionally managed in beginning-level L2 classrooms where learners have a limited L2 repertoire, and how the VEs could contribute to the learners' conceptual understanding of the meaning(s) of the target vocabulary items (VIs). To address these research gaps, we used a corpus of classroom video data from a beginning-level adult ESOL classroom in the United States and applied Conversation Analysis to examine how the class teacher employs various gestural and linguistic resources to construct L2 VEs. We also conducted a 4-month microgenetic analysis to document qualitative changes in learners' understanding of the meaning of specific L2 VIs which were previously explained by the teacher. Findings revealed that the learners' use of gestures allows for an externalisation of thinking processes providing visible output for inspection by the teacher and peers. These findings can inform educators' understanding about L2 vocabulary development as a gradual process of controlling the right gestural and linguistic resources for appropriate communicative purposes. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |