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Towards the new construct of academic English in the digital age
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The design and validation of an online speaking test for young learners in Uruguay: challenges and innovations
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Towards new avenues for the IELTS Speaking Test: insights from examiners’ voices
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Opening the black box: exploring automated speaking evaluation ; Issues in Language Testing Around the World: Insights for Language Test Users.
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The IELTS Speaking Test: what can we learn from examiner voices?
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A comparison of holistic, analytic, and part marking models in speaking assessment
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The mediation and organisation of gestures in vocabulary instructions: a microgenetic analysis of interactions in a beginning-level adult ESOL classroom
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Vocabulary explanations in beginning-level adult ESOL classroom interactions: a conversation analysis perspective
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Abstract:
Recent studies have examined the interactional organisation of vocabulary explanations (VEs) in second language (L2) classrooms. Nevertheless, more work is needed to better understand how VEs are provided inthese classrooms, particularly in beginning-level English for Speakers of Other Languages (ESOL) classroom contexts where students have different first languages (L1s) and limited English proficiency and theshared linguistic resources between the teacher and learners are typically limited. Based on a corpus of beginning-level adult ESOL lessons, this conversation-analytic study offers insights into how VEs are interactionally managed in such classrooms. Our findings contribute to the current literature in shedding light on thenature of VEs in beginning-level ESOL classrooms. ; I’m just looking at this publication you submitted to RMAS. Unfortunately, although you have submitted the proof and not the final pdf version, we still can’t archive a version with Elsevier branding and typesetting on it. Do you have a plain version we can use?
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Keyword:
conversation analysis; ESOL; Q330 English as a second language; vocabulary explanations
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URL: http://hdl.handle.net/10547/623366 https://doi.org/10.1016/j.linged.2019.06.006
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Topic and background knowledge effects on performance in speaking assessment
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International assessment and local contexts: a case study of an English language initiative in higher education institutes in Egypt
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Rating scale development: a multistage exploratory sequential design ; Second language assessment and mixed methods research
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Exploring the value of bilingual language assistants with Japanese English as a foreign language learners
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