TRA CỨU
Các bộ sưu tập
Skip Navigation Links.
Thư mục - Vốn tư liệu
The mediation and organisation of gestures in vocabulary instructions

The mediation and organisation of gestures in vocabulary instructions : a microgenetic analysis of interactions in a beginning-level adult ESOL classroom

 Tai, Kevin W. H.
 Taylor & Francis Group, 2019.
 UK : p. 445-468 ; 26 cm. English ISSN: 07908318
Từ vựngConversation analysisPhương pháp giảng dạyMicrogenetic analysisSecond language developmentESOL classroom interactionVocabulary explanationsDành cho người bắt đầu+ 1 từ khóa
Tác giả CN Tai, Kevin W. H.
Nhan đề The mediation and organisation of gestures in vocabulary instructions : a microgenetic analysis of interactions in a beginning-level adult ESOL classroom / Kevin W. H. Tai, Nahal Khabbazbashi.
Thông tin xuất bản UK : Taylor & Francis Group, 2019.
Mô tả vật lý p. 445-468 ; 26 cm.
Tóm tắt 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.
Thuật ngữ chủ đề Từ vựng-Phương pháp giảng dạy
Từ khóa tự do Conversation analysis
Từ khóa tự do Từ vựng
Từ khóa tự do Phương pháp giảng dạy
Từ khóa tự do Microgenetic analysis
Từ khóa tự do Second language development
Từ khóa tự do ESOL classroom interaction
Từ khóa tự do Vocabulary explanations
Từ khóa tự do Dành cho người bắt đầu
Từ khóa tự do Lớp học ESOL
Tác giả(bs) CN Tai, Kevin W. H.
Nguồn trích Language and Education- Vol.33, No 5/2019
MARC
Hiển thị đầy đủ trường & trường con
TagGiá trị
00000000nas#a2200000ui#4500
00158464
0022
0048783B135-EBB8-42AC-8CC3-372974CB42D9
005202004161529
008040910s2019 | eng
0091 0
022[ ] |a 07908318
035[ ] |a 1456361766
039[ ] |a 20241125193735 |b idtocn |c 20200416152914 |d thuvt |y 20200407141350 |z thuvt
041[0 ] |a eng
044[ ] |a enk
100[1 ] |a Tai, Kevin W. H.
245[0 0] |a The mediation and organisation of gestures in vocabulary instructions : |b a microgenetic analysis of interactions in a beginning-level adult ESOL classroom / |c Kevin W. H. Tai, Nahal Khabbazbashi.
260[ ] |a UK : |b Taylor & Francis Group, |c 2019.
300[ ] |a p. 445-468 ; |c 26 cm.
520[ ] |a 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.
650[1 7] |a Từ vựng |x Phương pháp giảng dạy
653[0 ] |a Conversation analysis
653[0 ] |a Từ vựng
653[0 ] |a Phương pháp giảng dạy
653[0 ] |a Microgenetic analysis
653[0 ] |a Second language development
653[0 ] |a ESOL classroom interaction
653[0 ] |a Vocabulary explanations
653[0 ] |a Dành cho người bắt đầu
653[0 ] |a Lớp học ESOL
700[1 ] |a Tai, Kevin W. H.
773[ ] |t Language and Education |g Vol.33, No 5/2019
890[ ] |a 0 |b 0 |c 0 |d 0