Pronunciation, Grammar, and Vocabulary Explanations in Pedagogical Interaction

Autor/in	Romig, Mark
Titel	Pronunciation, Grammar, and Vocabulary Explanations in Pedagogical Interaction
Quelle	In: Studies in Applied Linguistics & TESOL, 23 (2023) 1, S.1-17 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Pronunciation; Grammar; Vocabulary; Vocabulary Development; Language Acquisition; Sequential Approach; Discourse Analysis + Suchen Sie Ihr Suchwort? Aussprache; Grammatik; Wortschatz; Wortschatzarbeit; Sprachaneignung; Spracherwerb; Schrittfolge; Diskursanalyse
Abstract	This article reviews conversation analytic research on explanations in pedagogical interaction, particularly in language learning classrooms. In reviewing this literature, this paper aims to provide a comprehensive account of what is interactionally involved when giving pedagogical explanations so that future research investigating the effectiveness of these kinds of explanations can be appropriately measured. The paper first discusses characteristics of explanation as interactional phenomena, namely that they are sequentially organized, either planned or unplanned, and either monologically or dialogically organized. Then, the paper details how explanations in three particular linguistic domains (i.e., pronunciation, grammar, and vocabulary) are accomplished interactionally. In doing so, this paper highlights similarities and differences across linguistic domains that are frequently found in language learning classrooms. The paper ends by identifying patterns across pedagogical explanations and by suggesting directions for future research. (As Provided).
Anmerkungen	Teachers College, Columbia University. 525 West 120th Street, New York, NY 10027. e-mail: tcsalt@tc.columbia.edu; Web site: https://tesolal.columbia.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01