ABSTRACT

Searching for unknown words is a common interactional practice of learners in EFL classrooms. Language teachers exploit learner-initiated word searches in several ways to promote learning opportunities. However, it can be more challenging for pre-service teachers during their teaching practicum, as it is their first contact with students in a real classroom. Therefore, it is worth analysing how pre-service teachers manage word searches in classroom interaction during their practicum. For this reason, we video-recorded 43 lessons of 16 pre-service EFL teachers doing their practicum at a high school in Turkey. We analysed student-initiated word searches and the orientations of the pre-service teachers to them. The results indicate that word searches are collaborative practices shaped by momentary the pedagogical focus, and the use of L1. Teachers attend to the word search by choosing the appropriate candidate word or providing reformulation for the negotiated words. When they do not attend to the word search, they may let it pass or prioritize fluency. Those two pathways will be discussed in relation to learning opportunities and teachers’ classroom interactional competence, and implications regarding EFL classrooms will be presented.

摘要

搜索生词是英语课堂学习者常见的互动实践。语言教师以多种方式利用学习者发起的单词搜索来增加学习机会。然而，对于职前教师来说，在教学实习期间可能更具挑战性，因为这是他们第一次在真实课堂上与学生接触。因此，有必要分析职前教师在实习期间如何管理课堂互动中的单词搜索。为此，我们录制了 16 位在土耳其一所高中实习的 16 位 EFL 职前教师的 43 节课。我们分析了学生发起的单词搜索以及职前教师对他们的定位。结果表明，单词搜索是由暂时的教学重点和 L1 的使用形成的协作实践。教师通过选择适当的候选词或为协商的词提供重新表述来进行单词搜索。当他们不注意单词搜索时，他们可能会让它通过或优先考虑流畅性。将讨论这两种途径与学习机会和教师课堂互动能力的关系，并介绍对 EFL 课堂​​的影响。