| 1 |
An Interview with APPLE Lecture Speaker Professor Roy Lyster
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 18, Iss 1, Pp 56-58 (2018) (2018)
|
|
BASE
|
|
Show details
|
|
|
| 2 |
Embodied Vocabulary Explanation in ESL Group Interaction: A Preliminary Account
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 16, Iss 2, Pp 29-34 (2016) (2016)
|
|
Abstract:
In recent decades, the study of language learners’ embodied behavior amongst themselves has gained much currency. Broadly speaking, a wealth of studies on learner gestures connect gestures with second language acquisition, and have shown that gestures play a role in facilitating communication, acquisition, and retention (Gullberg, 1998, 2011, 2014; McCafferty, 2004; McCafferty & Gullberg, 2008; Stam & McCafferty, 2008). Another line of research examines learner gestures through the lens of sociocultural theory, and has found that learners use gestures to rehearse new knowledge and to self-regulate (Lee, 2008; McCafferty, 1998; Negueruela & Lantolf, 2008; Platt & Brooks, 2008). These studies, however, adopted experimental designs as a research method, and therefore, how learners actually use gestures when interacting with one another in situ remains largely a “black box.” To this end, a growing number of research on learner gesture now adopts a conversation analytic perspective, which focuses on uncovering members’ method by analyzing naturally occurring classroom data (Olsher, 2004; 2008; Mori & Hayashi, 2006). Continuing this line of research, this paper aims to provide a preliminary account of how learners employ gestures to do vocabulary explanation in the context of group work.
|
|
Keyword:
Applied linguistics; English as a Second Language; English language; ESL; Gestures; Group work; Language acquisition; Learner gestures; P118-118.7; PE1-3729
|
|
URL: https://doi.org/10.7916/D8JD63N5
https://doaj.org/article/5ae356d1d29a435787d767a03ad6393f
|
|
BASE
|
|
Hide details
|
|
|
| 3 |
“Stop Talking Like That”: A Toddler’s Construction of Identity at a Family Dinner
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 1, Pp 44-45 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
|
| 4 |
Turn-initial Yeah in Nonnative Speakers’ Speech: A Routine Token for Not-so-routine Interactional Projects
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 2, Pp 21-35 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
|
|
|
