ABSTRACT

In addressing vocabulary explanations in language classroom settings, a growing number of studies have examined the different ways teachers respond to the vocabulary explanation requests made by students in second language (L2) classrooms. Relatively lacking is an investigation into the nature of vocabulary explanation requests made by students in L2 classroom settings. Based on 14 hours of (50 minutes each) video-recorded data collected in an adult L2 Oral Communication classroom, we discovered that students incorporate gaze and other non-verbal resources in their requests for the clarifications of L2 vocabulary items in three distinct ways: (1) using gaze and gesture with formulaic expressions; (2) using gaze and mimics with the repetition of problematic vocabulary item; and (3) using gaze without talk. Findings contribute to the existing literature with a specification of gaze and other non-verbal resources in the problematisation of vocabulary items and formulation of vocabulary explanation requests.

摘要

在处理语言课堂环境中的词汇解释时，越来越多的研究考察了教师对第二语言 (L2) 课堂中学生提出的词汇解释请求的不同回应方式。相对缺乏的是对学生在二语课堂环境中提出的词汇解释请求的性质的调查。基于在成人二语口语交流课堂上收集的 14 小时（每节 50 分钟）视频记录数据，我们发现学生在要求澄清二语词汇项目时以三种不同的方式结合了凝视和其他非语言资源： （一）使用眼神、手势等公式化的表达方式；(2)用注视和模仿来重复有问题的词汇；(3) 不用说话就用凝视。