A micro-analysis of embodiments and speech in the pronunciation instruction of one ESL teacher

Abstract

During the last two decades conversation analysis (CA) has been used in second language classroom research to understand how instructors and their students achieve teaching and learning (Barraja-Rohan, 2011; Koshik, 1999; Markee, 2004; Wagner, 1996). Recent scholars have taken an approach that combines analysis of both talk and the body (Majlesi, 2014; McCafferty, 2006; Olsher, 2003; Platt and Brooks, 2008). Along with the work of the recent scholars, this study looks at how one teacher effectively uses talk, the body, and material artifacts to teach pronunciation in an ESL class in an intensive ESL program. By looking at the teacher's talk, her embodied movements, and her use of material artifacts, the study sheds light on how the teacher and her students achieve teaching and learning regarding stressed syllables/words and the pronunciation of the phrase 'It would.' During the last two decades conversation analysis (CA) has been used in second language classroom research to understand how instructors and their students achieve teaching and learning (Barraja-Rohan, 2011; Koshik, 1999; Markee, 2004; Wagner, 1996). Recent scholars have taken an approach that combines analysis of both talk and the body (Majlesi, 2014; McCafferty, 2006; Olsher, 2003; Platt and Brooks, 2008). Along with the work of the recent scholars, this study looks at how one teacher effectively uses talk, the body, and material artifacts to teach pronunciation in an ESL class in an intensive ESL program. By looking at the teacher's talk, her embodied movements, and her use of material artifacts, the study sheds light on how the teacher and her students achieve teaching and learning regarding stressed syllables/words and the pronunciation of the phrase 'It would.'