[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-598911-105":59,"doc-detail-598911-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","constructing-meaning-in-interaction-through-picture-books-qualitative-study","Constructing Meaning in Interaction through Picture Books - Qualitative Study","","Qualitative study examining young language learners’ spontaneous comments during EFL sessions centered on sharing picture books, and analyzing how teachers respond to these remarks. Research highlights how classroom talk supports negotiating meaning in a foreign language and contributes to literacy development. Data are drawn from young Hungarian learners (ages 5–12) and their teachers, including consideration of why teachers may choose to ignore children’s talk in their L1, alongside insights into learners’ understanding of linguistic and visual input.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/constructing-meaning-in-interaction-through-picture-books-qualitative-study/598911/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/constructing-meaning-in-interaction-through-picture-books-qualitative-study/598911.png","ImageObject",300,407,{"name":92,"@type":93},"jay","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-24","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study focus on during EFL sessions with picture books?","Question",{"text":112,"@type":113},"The study analyzes young learners’ spontaneous comments and explores teachers’ responses when sharing picture books in English.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What meaning-making processes do the learners’ comments reveal?",{"text":117,"@type":113},"Comments indicate how learners interpret linguistic and visual input and how they negotiate meaning, often using their L1.",{"name":119,"@type":110,"acceptedAnswer":120},"How do teachers’ responses relate to their beliefs about teaching and learning?",{"text":121,"@type":113},"The research examines how teachers respond to learners’ comments and what these responses suggest about underlying beliefs regarding instruction and learning.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598911,1792210896,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},3985747858866,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Constructing Meaning in Interaction through Picture Books  \nRéka Lugossy1  \n• This qualitative study describes and analyses young language learners’ spontaneous comments while sharing picture books during EFL sessions. It also explores teachers’ responses to learners’ comments, and considers reasons teachers may choose to ignore children’s talk in their first language (L1). Data were collected from young Hungarian learners (ages 5–12) and their teachers, through qualitative processes. The main findings give insights into the role of classroom talkin negotiating meaning in the foreign language and in developing literacy.  \nKeywords: classroom talk, meaning making, literacy, teacher’s beliefs  \n1 University of Pécs, Hungary [lugossy.reka@pte.hu](lugossy.reka@pte.hu)  \nKonstruiranje pomena pri interakcijis slikanicami  \nRéka Lugossy  \n• Kvalitativna raziskava opisuje in analizira spontane odzive mlajšihučencev pri delu s slikanicami med učnimi urami zgodnjega učenja tujega jezika. Poleg tega so v analizo vključeni tudi odzivi učiteljev na komentarje učencev in ugotovljeni vzroki, zakaj se učitelji odločijo, da se ne bodoodzvali na govor otrok, ki je v maternem jeziku (J1). V raziskavo so bilivključeni mlajši madžarski učenci (5–12 let) in njihovi učitelji; uporabljen je bil kvalitativni pristop zbiranja podatkov. Izsledki nam omogočajo vpogled v pomen pogovora v razredu pri usklajevanju pomena besed v tujem jeziku in pri razvijanju pismenosti.  \nKljučne besede: pogovor v razredu, konstruiranje pomena, pismenost, učiteljeva prepričanja  \nBackground to research  \nDavid Nunan (1996, pp. 41–42) claims that “a great deal of research in our field is conducted in contexts where classroom noise either is unheard of  \nor is considered irrelevant”. This remark draws attention to processes that may pass for side-effects of the traditional IRF pattern of classroom interaction, and therefore often remain unexploited by research. This study aims to highlight the potential of student talk, which may at times rightly fall into the category of “classroom noise”. The data presented and analysed here reveal that children spontaneously comment on what they hear and see while sharing picture books in English. These comments are most often in their L1 . They may be on-or off-task, and teachers may find them funny, useful, or tiresome. However, comments indicate not only learners’ willingness to interact, but also what students understand from the linguistic and visual input they receive.  \nNikolov (2002) identifies commenting as a strategy often applied by children in making meaning of stories. In Oxford’s terminology, commenting is a“combination of guessing intelligently on the basis of linguistic and other clues and translating” (Oxford, 1990, p. 176) . Through this strategy, young learners contribute to the lesson by commenting on, most often in their L1, whatever they comprehend of the teacher’s or one another’s discourse. As commenting in the L1 may provide insights into how young learners make meaning of stories told or read in a foreign language, comments can be seen as resources through which teachers gain access to students’ zone of proximal development, and mediate learning experiences for them.  \nConsidering classroom talk in the conceptual framework of the sociocultural theory, Mercer and Howe (2012) argue that children’s intellectual achievements depend not only on their efforts, but also on culturally situated forms of social interaction. This implies that classroom talk, if appropriately managed, has the potential to promote cognitive and linguistic development in the EFL class.  \nResearch questions  \nI expected to find answers to the following research questions:  \n• What do learners’ comments indicate about their attitudes towards sharing picture books in English?  \n• What do comments reveal about learners’ meaning-making processes?  \n• How do teachers respond to learners’ comments?  \n• What do teachers’ responses reveal about their u","cbCaipt7r4mcwSjG","https://ap.wps.com/l/cbCaipt7r4mcwSjG","pdf",210946,21,"English","# Background to research\n# Research questions\n# Participants\n# Data collection and materials","[{\"question\":\"What does the study focus on during EFL sessions with picture books?\",\"answer\":\"The study analyzes young learners’ spontaneous comments and explores teachers’ responses when sharing picture books in English.\"},{\"question\":\"What meaning-making processes do the learners’ comments reveal?\",\"answer\":\"Comments indicate how learners interpret linguistic and visual input and how they negotiate meaning, often using their L1.\"},{\"question\":\"How do teachers’ responses relate to their beliefs about teaching and learning?\",\"answer\":\"The research examines how teachers respond to learners’ comments and what these responses suggest about underlying beliefs regarding instruction and learning.\"}]","Constructing Meaning in Interaction through Picture Books - Qualitative Study | PDF",1792087829,53]