Recent studies have examined the interactional management of verbal and non-verbal vocabulary explanations in second language (L2) classrooms. However, the use of material resources in vocabulary explanations has not been fully investigated yet. Based on a corpus of fourteen class-hours of (50-min each) video recordings of an L2 Oral Communication classroom at a higher education setting in Turkey, this study explores how material resources are employed in vocabulary explanation sequences in combination with talk and gestures. Using the micro-analytic lens of multimodal Conversation Analysis (CA) for the examination of the detailed transcriptions of vocabulary explanation sequences with material resources, three different patterns were identified: (1) gesture + material resources; (2) talk + gesture + material resources; and (3) scene enactment + material resources. The findings of this study contribute to classroom interaction research, more specifically to studies on vocabulary teaching, by providing a micro-analytic account of how material resources are employed in vocabulary explanations.

中文翻译：

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词汇解释中材料资源的使用：对话分析探究

最近的研究调查了第二语言 (L2) 课堂中口头和非口头词汇解释的互动管理。然而，词汇解释中材料资源的使用尚未得到充分研究。本研究基于土耳其高等教育环境中二语口语交流课堂的 14 个课时（每个 50 分钟）视频记录的语料库，探讨了如何在词汇解释序列中结合谈话和手势使用材料资源. 利用多模态会话分析（CA）的微观分析镜头对词汇解释序列与物质资源的详细转录进行检查，确定了三种不同的模式：（1）手势+物质资源；（2）谈话+手势+物质资源；(3)场景表演+素材资源。本研究的结果有助于课堂互动研究，更具体地说，有助于词汇教学研究，提供对如何在词汇解释中使用材料资源的微观分析说明。