The Mediation and Organisation of Gestures in Vocabulary Instructions: A Microgenetic Analysis of Interactions in a Beginning-Level Adult ESOL Classroom

Autor/inn/en	Tai, Kevin W. H.; Khabbazbashi, Nahal
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 Verfügbarkeit
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) + Suchen Sie Ihr Suchwort? 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