Tracking Learnables and Teachables in L2 Arabic Dyadic Conversations-for-Learning

Autor/in	Al Masaeed, Khaled
Titel	Tracking Learnables and Teachables in L2 Arabic Dyadic Conversations-for-Learning
Quelle	In: Modern Language Journal, 107 (2023) 3, S.782-801 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Al Masaeed, Khaled)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0026-7902
DOI	10.1111/modl.12869
Schlagwörter	Teaching Methods; Arabic; Second Language Learning; Second Language Instruction; Vocabulary Development; Error Correction; Models; Cooperative Learning; Longitudinal Studies; Video Technology; Native Speakers; Intercultural Communication + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Arabisch; Zweitsprachenerwerb; Fremdsprachenunterricht; Wortschatzarbeit; Korrektur; Analogiemodell; Kooperatives Lernen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Muttersprachler; Interkulturelle Kommunikation
Abstract	This article adopts learning-behavior tracking as a research methodology within conversation analysis for second language acquisition to investigate its applicability to track and document how learning opportunities through collaborative repair work are brought about and whether they lead to second language (L2) word learning. To this end, the study examines longitudinal video-recorded data from L2 Arabic dyadic conversations-for-learning beyond the classroom over 3 months. Findings highlight empirical and methodological contributions. First, the detailed analyses show that other-initiated repair of a vocabulary item by the first language (L1) conversation partner is found to create opportunities for learning and lead to learning when it is oriented to as worthy of teaching by the L1 speaker and as a learnable by the L2 learner. Second, the study demonstrates the applicability of the learning-behavior tracking model in illuminating learnables and teachables and providing evidence for whether learning has occurred as a result of being oriented to as such by both participants in real-time interaction. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01