Näytä suppeat kuvailutiedot

dc.contributor.authorDuran, Derya
dc.contributor.authorJakonen, Teppo
dc.date.accessioned2022-05-18T05:50:13Z
dc.date.available2022-05-18T05:50:13Z
dc.date.issued2022
dc.identifier.citationDuran, D., & Jakonen, T. (2022). Mobilizing ‘context’ : Vocabulary checks in ESL tutoring sessions. <i>System</i>, <i>107</i>, Article 102816. <a href="https://doi.org/10.1016/j.system.2022.102816" target="_blank">https://doi.org/10.1016/j.system.2022.102816</a>
dc.identifier.otherCONVID_144337110
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/81131
dc.description.abstractThis study investigates the practice of unplanned and emergent vocabulary checks, i.e. turns through which a speaker explicitly checks whether the recipient knows a word, in small-group tutorial instruction. The data are video-recorded English as a second language (ESL) tutoring sessions between a native English speaker tutor and ESL students at an urban community college in the United States. By drawing on conversation analysis, we analyze how vocabulary checks emerge sequentially and with the help of contextual interactional resources. Findings suggest that vocabulary checks constitute a practice for managing both shared understanding and pedagogical concerns. By singling out a vocabulary item as possibly unknown to the student, the tutor can attend to weak signals for a student's non-understanding and orient to having epistemic primacy over the English language, thereby “talking into being” the role of a language expert. The checks pave way for vocabulary teaching moments by making word definitions and explanations interactionally relevant, which provides opportunities for language learning. The study highlights the intricate relationship between context, intersubjectivity and pedagogy in small-group tutoring contexts, an awareness of which can help practitioners reflect on the role of contextual resources in their teaching.en
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherElsevier
dc.relation.ispartofseriesSystem
dc.rightsCC BY-NC-ND 4.0
dc.subject.otherepistemics
dc.subject.otherESL tutoring
dc.subject.otherL2 learners
dc.subject.othervocabulary checks
dc.titleMobilizing ‘context’ : Vocabulary checks in ESL tutoring sessions
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202205182766
dc.contributor.laitosKieli- ja viestintätieteiden laitosfi
dc.contributor.laitosDepartment of Language and Communication Studiesen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.relation.issn0346-251X
dc.relation.volume107
dc.type.versionacceptedVersion
dc.rights.copyright© 2022 Published by Elsevier Ltd.
dc.rights.accesslevelopenAccessfi
dc.subject.ysotutorointi
dc.subject.ysotoinen kieli
dc.subject.ysokeskustelunanalyysi
dc.subject.ysopienryhmät
dc.subject.ysosanavarasto
dc.subject.ysokielen oppiminen
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p3576
jyx.subject.urihttp://www.yso.fi/onto/yso/p17005
jyx.subject.urihttp://www.yso.fi/onto/yso/p7828
jyx.subject.urihttp://www.yso.fi/onto/yso/p6375
jyx.subject.urihttp://www.yso.fi/onto/yso/p21233
jyx.subject.urihttp://www.yso.fi/onto/yso/p24061
dc.rights.urlhttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.relation.doi10.1016/j.system.2022.102816
jyx.fundinginformationThis work was supported by the Academy of Finland [grant number 343480].
dc.type.okmA1


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