Conversation Analysis and Language Classroom Discourse

Language classrooms are educational settings in which face-to-face talk is viewed as the pivotal factor driving its major functions and goals. Conversation analysis (CA) has increasingly been applied to the analysis of language classroom discourse in pursuit of studies that may further our understanding of what language teachers and learners actually ‘do’ interactionally. This article provides an introduction to the larger strands of CA research in this vein, focusing on language classroom discourse in the context of and beyond tasks, repair and feedback, identity and code switching, and language development.

[1]  Agnes Weiyun He.  Answering Questions in LPIs: A Case Study , 1998 .

[2]  Asta Cekaite.  A Child's Development of Interactional Competence in a Swedish L2 Classroom. , 2007 .

[3]  Junko Mori,et al.  Task Design, Plan, and Development of Talk‐in‐Interaction: An Analysis of a Small Group Activity in a Japanese Language Classroom , 2002 .

[4]  Junko Mori,et al.  Border Crossings? Exploring the Intersection of Second Language Acquisition, Conversation Analysis, and Foreign Language Pedagogy , 2007 .

[5]  Hansun Zhang Waring.  Moving out of IRF (Initiation-Response-Feedback): A Single Case Analysis , 2009 .

[6]  A. Mchoul,et al.  The organization of turns at formal talk in the classroom , 1978, Language in Society.

[7]  Paul Seedhouse.  The relationship between context and the organisation of repair in the L2 classroom , 1999 .

[8]  Gabriele Kasper,et al.  Classroom Talks: An Introduction , 2004 .

[9]  P. Have.  Doing conversation analysis , 2007 .

[10]  Thorsten Huth.  Negotiating structure and culture: L2 learners’ realization of L2 compliment-response sequences in talk-in-interaction , 2006 .

[11]  Junko Mori.  Negotiating Sequential Boundaries and Learning Opportunities: A Case from a Japanese Language Classroom. , 2004 .

[12]  Paul Seedhouse,et al.  CA and the analysis of foreign language interaction: A reply to Wagner , 1998 .

[13]  John Hellermann,et al.  The Development of Practices for Action in Classroom Dyadic Interaction: Focus on Task Openings , 2007 .

[14]  D. Freeman,et al.  Research "Fitting" Practice: Firth and Wagner, Classroom Language Teaching, and Language Teacher Education , 2007 .

[15]  Anne-Marie Barraja-Rohan.  Teaching conversation and sociocultural norms with conversation analysis , 1997 .

[16]  Grit Liebscher,et al.  Conversational Repair as a Role‐Defining Mechanism in Classroom Interaction , 2003 .

[17]  Johannes Wagner,et al.  On doing being a guinea pig — A response to Seedhouse , 1998 .

[18]  Thorsten Huth.  Pragmatics Revisited: Teaching with Natural Language Data , 2008 .

[19]  Carmen Taleghani-Nikazm,et al.  How can insights from conversation analysis be directly applied to teaching L2 pragmatics? , 2006 .

[20]  Numa Markee,et al.  USING ELECTRONIC PUBLISHING AS A RESOURCE FOR INCREASING EMPIRICAL AND INTERPRETIVE ACCOUNTABILITY IN CONVERSATION ANALYSIS , 2007, Annual Review of Applied Linguistics.

[21]  Hansun Zhang Waring,et al.  ‘Very good’ as a teacher response , 2009 .

[22]  Roland Sussex,et al.  QQ+concordance: an analysis tool for text research , 2006 .

[23]  S. Gass,et al.  Firth and Wagner (1997): New Ideas or a New Articulation? , 2007 .

[24]  Junko Mori,et al.  Language learning, cognition, and interactional practices: An introduction , 2009 .

[25]  Numa Markee.  Toward a Learning Behavior Tracking Methodology for CA-for-SLA , 2007 .

[26]  Paul Seedhouse,et al.  “Task” as Research Construct , 2005 .

[27]  Junko Mori,et al.  Doing being a foreign language learner in a classroom: Embodiment of cognitive states as social events , 2009 .

[28]  John Hellermann,et al.  Classroom Interactive Practices for Developing L2 Literacy: A Microethnographic Study of Two Beginning Adult Learners of English , 2006 .

[29]  Paul Seedhouse,et al.  The Case of the Missing “No”: The Relationship between Pedagogy and Interaction , 1997 .

[30]  Paul Seedhouse,et al.  ‘Sharing Time’ with young learners , 2005 .

[31]  Constance Ellwood.  Questions of Classroom Identity: What Can Be Learned From Codeswitching in Classroom Peer Group Talk? , 2008 .

[32]  Paul Seedhouse,et al.  Applying conversation analysis , 2005 .

[33]  J. Hall.  Redressing the Roles of Correction and Repair in Research on Second and Foreign Language Learning. , 2007 .

[34]  A. Firth,et al.  Second/Foreign Language Learning as a Social Accomplishment: Elaborations on a Reconceptualized SLA , 2007 .

[35]  Meghan Walsh,et al.  10. TEACHER-STUDENT INTERACTION AND LANGUAGE LEARNING , 2002, Annual Review of Applied Linguistics.

[36]  A. Firth,et al.  On Discourse, Communication, and (Some) Fundamental Concepts in SLA Research , 1997 .

[37]  Asta Cekaite,et al.  Repetition and Joking in Children’s Second Language Conversations: Playful Recyclings in an Immersion Classroom , 2004 .

[38]  L. Mondada.  Analyser les interactions en classe: quelques enjeux théoriques et repères méthodologiques , 1995, Travaux neuchâtelois de linguistique.

[39]  Gabriele Kasper,et al.  Locating cognition in second language interaction and learning: Inside the skull or in public view? , 2009 .

[40]  Numa Markee,et al.  Learning talk analysis , 2009 .

[41]  J. Wagner.  Foreign language acquisition through interaction — A critical review of research on conversational adjustments , 1996 .

[42]  Karen E. Johnson,et al.  Extending Firth and Wagner's (1997) Ontological Perspective to L2 Classroom Praxis and Teacher Education , 2007 .

[43]  Eda Üstünel,et al.  Why that, in that language, right now? Code-switching and pedagogical focus , 2005 .

[44]  Michael H. Long.  Linguistic and Conversational Adjustments to Non-Native Speakers , 1983, Studies in Second Language Acquisition.

[45]  K. Richards,et al.  ‘Being the Teacher’: Identity and Classroom Conversation , 2006 .

[46]  Karin Aronsson,et al.  Language play, a collaborative resource in children’s L2 learning , 2005 .

[47]  Isabel Parra,et al.  Multiple Layers of Meaning in an Oral Proficiency Test: The Complementary Roles of Nonverbal, Paralinguistic, and Verbal Behaviors in Assessment Decisions , 2003 .

[48]  Paul Seedhouse,et al.  How Research Methodologies Influence Findings , 2010 .

[49]  Gabriele Kasper,et al.  “A” Stands for Acquisition: A Response to Firth and Wagner , 1997 .

[50]  Numa Markee.  Zones of Interactional Transition in ESL Classes , 2004 .

[51]  Johannes Wagner,et al.  SLA PROPERTY: NO TRESPASSING , 1998 .

[52]  C. E. Brouwer.  Word Searches in NNS-NS Interaction: Opportunities for Language Learning?. , 2003 .

[53]  J. Hall.  Interaction as method and result of language learning , 2009, Language Teaching.

[54]  Junko Mori,et al.  Introduction to the Special Issue: Microanalyses of Classroom Discourse: A Critical Consideration of Method. , 2002 .

[55]  E. Schegloff,et al.  A simplest systematics for the organization of turn-taking for conversation , 1974 .

[56]  The classroom and beyond , 2004 .

[57]  J. Gumperz,et al.  Making Space for Bilingual Communicative Practice , 2005 .

[58]  C-Y Li,et al.  Classroom Interaction in Story-Based Lessons with Young Learners , 2010 .

[59]  Asta Cekaite.  Soliciting Teacher Attention in an L2 Classroom: Affect Displays, Classroom Artefacts, and Embodied Action , 2007 .

[60]  Jennifer Dailey-O'Cain,et al.  Learner Code‐Switching in the Content‐Based Foreign Language Classroom , 2005 .

[61]  J. Wagner,et al.  Developmental issues in second language conversation , 2007 .

[62]  E. Schegloff,et al.  The preference for self-correction in the organization of repair in conversation , 1977 .

[63]  D. Block.  The Rise of Identity in SLA Research, Post Firth and Wagner (1997) , 2007 .

[64]  J. Hellermann.  Looking for Evidence of Language Learning in Practices for Repair: A Case Study of Self‐Initiated Self‐Repair by an Adult Learner of English , 2009 .

[65]  Thorsten Huth.  Intercultural Competence in Conversation: Teaching German Requests , 2010 .

[66]  Gabriele Kasper,et al.  Beyond Repair: Conversation Analysis as an Approach to SLA. , 2006 .

[67]  G. Kasper.  Participant Orientations in German Conversation‐for‐Learning , 2004 .

[68]  Tracey M. Derwing,et al.  Second Language Acquisition as Situated Practice: Task Accomplishment in the French Second Language Classroom , 2004 .

[69]  Jean Wong.  Applying conversation analysis in applied linguistics: Evaluating dialogue in English as a second language textbooks , 2002 .

[70]  On Ethnomethodological CA and “Linguistic CA”: A Reply to Hall , 2007 .

[71]  Emanuel A. Schegloff,et al.  1. CONVERSATION ANALYSIS AND APPLIED LINGUISTICS , 2002, Annual Review of Applied Linguistics.