Unplanned Vocabulary Instruction: A Case Study of Three Second Language Classrooms
DOI:
https://doi.org/10.26754/ojs_misc/mj.199711301Abstract
Most second language classes devote some of their time to vocabulary activities that have been previously planned by the teacher. However, there are also occasions where the focus of the classroom talk is also on vocabulary as problems, questions, or situations that spontaneously arise in the course of a lesson. The present paper analyzes instances of both teacher and peer unplanned vocabulary instrnction and describe them. The lessons under analysis come from three ESL classes of undergraduate students in Spain taught by three teachers. The results show aspects in which teacher instruction differs from peer instruction, as well as aspects in which the three teachers show a different style in giving vocabulary instruction.
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