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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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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 externalization 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. ; 18m embargo from publication date, when known
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Keyword:
classroom interaction; conversation analysis; ESOL; microgenetic analysis; Q330 English as a second language; second language development; vocabulary explanations
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URL: https://doi.org/10.1080/09500782.2019.1596122
http://hdl.handle.net/10547/623230
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| 2 |
Vocabulary explanations in beginning-level adult ESOL classroom interactions: a conversation analysis perspective
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| 3 |
Researching the comparability of paper-based and computer-based delivery in a high-stakes writing test
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| 4 |
The discourse of the IELTS Speaking Test : interactional design and practice
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| 5 |
Investigating types of reading used by native and non-native English readers on academic reading: an eye tracking study
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What counts as ‘responding’? Contingency on previous speaker contribution as a feature of interactional competence
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| 7 |
Exploring the use of video-conferencing technology in the assessment of spoken language: a mixed-methods study
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| 8 |
Exploring performance across two delivery modes for the same L2 speaking test: face-to-face and video-conferencing delivery: a preliminary comparison of test-taker and examiner behaviour
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| 9 |
Language assessment literacy for learning-oriented language assessment
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| 10 |
Exploring performance across two delivery modes for the IELTS Speaking Test: face-to-face and video-conferencing delivery (Phase 2)
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| 11 |
A diachronic analysis of the cultural aspect of local English coursebooks
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| 12 |
Investigating examiner interventions in relation to the listening demands they make on candidates in oral interview tests ; Emerging issues in the assessment of second language listening
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| 13 |
A new test for China? Stages in the development of an assessment for professional purposes.
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| 14 |
The relationship between international students’ English test scores and their academic achievements
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| 15 |
The Power of Non-Verbal Communication in J. M. Coetzee’s Foe
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An investigation of explicit strategy instruction on EFL reading of undergraduate English majors in Thailand
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Developing a model for investigating the impact of language assessment within educational contexts by a public examination provider
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| 19 |
Understanding change in Chinese undergraduate students’ language learning motivation : during the transition to UK higher education
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Factors influencing reading difficulties of advanced learners of English as a Foreign Language when reading authentic texts
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