Özet:

Classroom interaction research, adopting different research methodologies, has broadened our understanding of the nature of vocabulary teaching and learning. There is also extensive research on teachers’ word explanation practices using microanalytic lenses of Conversation Analysis (CA) methodology. However, this paper has particularly focused on word explanations in instruction giving sequences of second language (L2) classroom interaction with a micro-analytic research mentality. Based on four forty minutes of video recordings of the interaction in an adult EFL classroom, this study seeks to uncover how word-explanation requests are made in procedural contexts of L2 classroom interaction (Seedhouse, 2004). As a result, the analysis of the word explanations in instruction giving sequences has shown that word explanation requests may have different functions depending on the interactional organization of the sequences including (1) increasing the comprehensibility of task instruction, (2) clearing the ground for the upcoming task instruction and (3) initiating repair. In addition to this, it has also been found that word explanations tend to be conducted through the use of mother tongue which is considered to be a practical way of doing word explanation in these specific sequences.   

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