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    Vocabulary explanations in CLIL classrooms: a conversation analysis perspective

    Morton, Thomas (2015) Vocabulary explanations in CLIL classrooms: a conversation analysis perspective. The Language Learning Journal 43 (3), pp. 256-270. ISSN 0957-1736.

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    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.

    Metadata

    Item Type: Article
    Keyword(s) / Subject(s): CLIL, lexical Focus on Form, vocabulary explanations, conversation analysis
    School: School of Social Sciences, History and Philosophy > Applied Linguistics and Communication
    Depositing User: Administrator
    Date Deposited: 05 Jul 2016 09:39
    Last Modified: 14 Feb 2020 08:45
    URI: http://eprints.bbk.ac.uk/id/eprint/15676

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