Researching Vocabulary Development: A Conversation Analytic Approach
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This paper contributes to the much debated yet still largely unanswered question of how second language (L2) learning is anchored and configured in and through social interaction. Using a socio-interactional approach to second language (L2) learning (e.g., Hellermann, 2008; Mondada & Pekarek Doehler, 2004; Pekarek Doehler, 2010), I examine students’ search for the meaning of a lexical item and subsequent use of the same item. This study is longitudinal in design and attempts to understand how participants orient to a lexical item as an object of learning to co-construct locally enacted and progressively more complex interactional repertoires in the target language. The data consists of recorded interactions between learners of German as they work on a project outside of the classroom for several days during a two-week period. The analysis involves tracking multiple episodes where a vocabulary item is used and attended to by the group of learners. Learners engage in learning practices and create opportunities for L2 learning through interaction, employing strategies such as timely peer assistance and appropriation of new conversational meanings.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it