Abstract
This study provides insights into language development in a trades training context in New Zealand. Its key focus is to identify how the acquisition of the specialised words is supported in a primarily practical training environment. Transcribed recordings of 16.5 h of talk on a building site and in theory classrooms, along with interviews with tutors and learners, were analysed to explore the extent and nature of episodes where attention is drawn to the specialised terms and provide insight into strategies for and beliefs about learning these new words. Findings show that both tutors and learners do draw attention to the language they are using, primarily the meanings associated with new forms, mainly through tutor-talk and tutor-learner interaction. This description of how experienced tutors support their trainees' vocabulary acquisition is likely to be of value to new and experienced tutors in trades teaching and beyond.
Published Version
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