The Functions of Word Explanations in Instruction Giving Sequences
Abstract
Classroom interaction
research, adopting different research methodologies, has broadened our
understanding of the nature of vocabulary teaching and learning. There is also
extensive research on teachers’ word explanation practices using microanalytic
lenses of Conversation Analysis (CA) methodology. However, this paper has
particularly focused on word explanations in instruction giving sequences of
second language (L2) classroom interaction with a micro-analytic research
mentality. Based on four forty minutes of video recordings of the interaction
in an adult EFL classroom, this study seeks to uncover how word-explanation
requests are made in procedural contexts of L2 classroom interaction
(Seedhouse, 2004). As a result, the analysis of the word explanations in
instruction giving sequences has shown that word explanation requests may have
different functions depending on the interactional organization of the
sequences including (1) increasing the comprehensibility of task instruction,
(2) clearing the ground for the upcoming task instruction and (3) initiating
repair. In addition to this, it has also been found that word explanations tend
to be conducted through the use of mother tongue which is considered to be a
practical way of doing word explanation in these specific sequences.
Keywords
conversation analysis,word explanation,instruction giving sequences
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