Vocabulary Explanations in CLIL Classrooms: A Conversation Analysis Perspective

Autor/in	Morton, Tom
Titel	Vocabulary Explanations in CLIL Classrooms: A Conversation Analysis Perspective
Quelle	In: Language Learning Journal, 43 (2015) 3, S.256-270 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2015.1053283
Schlagwörter	Second Language Learning; Second Language Instruction; Teaching Methods; Course Content; Vocabulary Development; Discourse Analysis; Computational Linguistics; Secondary School Students; Grammar; Classroom Communication; Biology; Foreign Countries; History Instruction; Geography Instruction; Science Instruction; Technology Education; Teacher Student Relationship; Language of Instruction; English (Second Language); Spain + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Kursprogramm; Wortschatzarbeit; Diskursanalyse; Linguistics; Computerlinguistik; Sekundarschüler; Grammatik; Klassengespräch; Biologie; Ausland; History lessons; Geschichtsunterricht; Geography education; Geography lessons; Geografieunterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Technisch-naturwissenschaftlicher Unterricht; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching language; Unterrichtssprache; English as second language; English; Second Language; Englisch als Zweitsprache; Spanien
Abstract	This article uses a conversation analysis methodology to examine how lexical Focus on Form is interactionally accomplished in teachers' vocabulary explanations in secondary Content and Language Integrated Learning (CLIL) classrooms. Recent conversation-analytic work has focused on the interactional organisation of vocabulary explanations in second/foreign language classrooms, but there is a lack of research that explores this phenomenon in CLIL contexts. Based on a corpus of 12 secondary CLIL lessons, this article provides an account of (a) the interactional organisation of vocabulary explanations in CLIL lessons, (b) the resources used in their construction and (c) how they reflect participants' orientation to an institutional goal in CLIL of teaching language. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01