ABSTRACT This paper examines how unplanned vocabulary work arises out of students’ talk. Furthermore, we show how the teacher and students jointly contribute towards the ensuing teaching trajectories, whereby the vocabulary items are turned into ‘teachables’, i.e. interactionally emergent objects of explicit teaching. In doing so, we also explore what aspects of vocabulary knowledge are targeted. This collection-based study uses conversation analysis to examine video recordings of fairly advanced heritage speakers of English from English mother tongue instruction classes in Sweden. The analyses reveal a variety of ways in which the teaching trajectories arise: the teacher’s substitution requests for a more appropriate word; a student’s naming and word-confirmation requests; the teacher’s or a student’s translation and meaning requests. A third of these requests were initiated by a student. The trajectories then developed collaboratively and were tailored to the local context to address issues of meaning, form and use. Establishing the meaning of a word frequently involved (and could combine) requesting/providing, e.g., definitions and translations. Form could be targeted by carefully enunciating topicalised lexis or writing it on the board, and vocabulary use was typically elaborated by contextualising words and sometimes by exploring collocations.

中文翻译：

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英语母语即席词汇工作

摘要本文研究了学生的谈话是如何产生计划外的词汇的。此外，我们展示了教师和学生如何共同为随后的教学轨迹做出贡献，从而将词汇表项目转变为“可教”，即显式教学的互动出现对象。通过这样做，我们还探索了词汇知识的哪些方面。这项基于收藏的研究使用对话分析来检查瑞典英语母语教学班中相当高级的英语传承人的视频录像。这些分析揭示了教学轨迹出现的各种方式：教师的替代要求一个更合适的单词；学生的命名和单词确认请求；教师或学生的翻译和意思要求。这些请求中的三分之一是由学生发起的。然后，这些轨迹会协同发展，并针对当地情况进行定制，以解决含义，形式和使用问题。确定经常涉及（并可以结合）请求/提供的单词的含义，例如定义和翻译。可以通过仔细地讲出主题化的词汇或将其写在黑板上来确定表格的形式，而词汇的使用通常是通过对单词进行语境化，有时是通过探索搭配来进行阐述。