Akademik Veri Yönetim Sistemi
21st INGED International ELT Conference - Hybrid, Kayseri, Türkiye, 3 - 05 Kasım 2023, ss.18
Thisstudyexaminesthespontaneousvocabularyteachingpracticesof teachersinEnglishasaForeign Language(EFL)classesusingaMultimodalConversationAnalysis(CA)approach. Itaimstoinvestigate howunplannedvocabulary teachingoccursandwhich techniquesareusedbya teacher in theEFL classroom. Data, in the formof video-recordings, were taken fromapreparatory courseof astate university located inKayseri, Turkey. The roleof gesturesandother formsof nonverbal behavior in spontaneousvocabularyexplanationswereanalyzedusing thegestureclassificationsystemofMcNeill (1992),whichdifferentiatesbetween typesof handmovementssuchas iconics,metaphorics, deictics, andbeats. The resultsof thestudydemonstrate that the teacher usesacombinationof verbal and nonverbal resources, suchasgesturesandembodiedactions,whicharethepurposefulbodypositions andmovementsthatanindividualengagesinduringalearningactivity, toprovidecontextormeaningfor vocabularyitems.Theresultsof thisstudycontributetothefieldofEFLbyofferingadetaileddescription of thereal-time,unplannedinteractionsthatoccur intheEFLclassroomduringvocabularyteaching.This informationcanbeutilizedbyin-serviceandprospectiveEFLteacherstoimprovetheirteachingpractices andgainadeeperunderstandingof thechallengesandopportunities inherent invocabulary teaching. Understandingthestrategiesandtechniquesusedinspontaneousvocabularyteachingcanresult inmore effectivepracticesandaidinbuildingstudents'vocabularyefficiently.