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Dergiler / IOJET / 2017 / Cilt: 4 - Sayı: 4

INTERACTIONAL UNFOLDING OF VOCABULARY EXPLANATIONS IN MEANING AND FLUENCY CONTEXTS

Elif TAŞKIN
Dergi
IOJET
Sayfa
561–575
Yayın Tarihi
2022-10-18
DOI
—
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⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

Results show that when the students display understanding in their native language, the teacher asks follow-up questions before closing the turn; however, when they display understanding in the target language, the teacher closes the turn without asking further questions.

📌 3 Maddede Bu Makale

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Amaç & Hipotez:In the field of foreign and second language education, there is great deal of research on vocabulary teaching and learning.
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Temel Bulgular & Veri:This article aims to provide vocabulary explanation sequences in meaning and fluency contexts (Seedhouse, 2004).
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Sonuç & Katkı:Results show that when the students display understanding in their native language, the teacher asks follow-up questions before closing the turn; however, when they display understanding in the target language, the teacher closes the turn without asking further questions.
🔬Tür:Araştırma Makalesi
📍Kapsam:2004 Verileri
⚙️Değişkenler:Alan Parametreleri

Abstract

In the field of foreign and second language education, there is great deal of research on vocabulary teaching and learning. However, there is relatively limited research dealing with the vocabulary explanations during ongoing classroom interaction. This article aims to provide vocabulary explanation sequences in meaning and fluency contexts (Seedhouse, 2004). To this end, a foreign language education classroom including 13 students was recorded for a classroom hour, and the interaction in the classroom was transcribed. The classroom interactions were analyzed by using conversation analysis methodology, and vocabulary explanation examples were described in detail. As a result of the analysis, two vocabulary explanation sequences are provided in meaning and fluency contexts based on the students' responses. Results show that when the students display understanding in their native language, the teacher asks follow-up questions before closing the turn; however, when they display understanding in the target language, the teacher closes the turn without asking further questions.

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Bu Makaleye Atıf Yap

TAŞKIN, E. (2022). INTERACTIONAL UNFOLDING OF VOCABULARY EXPLANATIONS IN MEANING AND FLUENCY CONTEXTS. IOJET, Cilt: 4 - Sayı: 4, 561–575. https://ajindex.com/articles/542413

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Kaynakça (12)

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