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Vocabulary Explanations and Second Language Development in Adult Beginning-Level ESOL Classroom Interaction: A Conversation Analysis Perspective

Abstract:

A small body of recent research on vocabulary explanations (VEs) in second language (L2) classrooms (e.g. Mortensen, 2011; Waring et al., 2013) has attempted to provide the sequential descriptions of the key elements of VEs and investigate how teachers draw on their linguistic and semiotic resources to construct the VE sequences (e.g. Smotrova and Lantolf, 2013). Nevertheless, more work is needed in order to allow educators to better understand how VEs are provided in L2 classrooms. In partic...

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Division:
SSD
Department:
Education
Department:
University of Cambridge
Role:
Author

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Department:
University of Oxford
Role:
Supervisor
Role:
Supervisor
Department of Education MSc Student Research Grant More from this funder
St Cross College Travel and Research Fund More from this funder
Type of award:
MSc
Level of award:
Masters
Awarding institution:
University of Oxford

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