Explains the basic principles of Conversation Analysis and reviews the literature on L2 classroom interaction. This book portrays the reflexive relationship between the pedagogical focus of the interaction and the organisation of turn-taking, sequence and repair. It also describes the overall organisation of L2 classroom interaction.
Explains the basic principles of Conversation Analysis and reviews the literature on L2 classroom interaction. This book portrays the reflexive relationship between the pedagogical focus of the interaction and the organisation of turn-taking, sequence and repair. It also describes the overall organisation of L2 classroom interaction.
Dr. Paul Seedhouse is Postgraduate Research Director in the School of Education, communication and Language Sciences at the University of Newcastle upon Tyne, UK. After teaching ESOL, German and French in five different countries, he has published widely in journals of applied linguistics, language teaching and pragmatics and has edited the forthcoming collection Applying Conversation Analysis.
Inhaltsangabe
Series Editor's Foreword.
Acknowledgments.
Chapter 1 Conversation Analysis Methodology.
1.1 History and Development of Conversation Analysis.
1.2 Ethnomethodology.
1.3 The Principles of Ethnomethodology.
1.4 Aims of Conversation Analysis.
1.5 Principles of Conversation Analysis.
1.6 Types of Interactional Organization.
1.7 Conversation Analysis Procedures.
1.8 Attitude Toward Context.
1.9 Ethnomethodological Conversation.
1.10 Chapter Summary.
Notes.
Chapter 2 Different Perspectives on Language ClassroomInteraction.
2.1 Discourse Analysis Approaches.
2.2 The Communicative Approach to Second Language ClassroomInteraction.
2.3 Dynamic and Variable Approaches to ClassroomInteraction.
2.4 Database Issues.
2.5 Adequacy of Database for the Study of Second LanguageClassroom Interaction.
2.6 Ethnography.
2.7 The Pedagogical Landing-Ground Perspective.
2.8 A Conversation Analysis Institutional-DiscoursePerspective.
2.9 Chapter Summary.
Notes.
Chapter 3 The Organization of Turn Taking and Sequence inLanguage Classrooms.
3.1 Turn Taking and Sequence in Form-and-Accuracy Contexts.
3.2 Turn Taking and Sequence in Meaning-and-FluencyContexts.
3.3 Turn Taking and Sequence in Task-Oriented Contexts.
3.4 Turn Taking and Sequence in Procedural Contexts.
3.5 Methodological Issues.
3.6 Chapter Summary.
Notes.
Chapter 4 The Organization of Repair in LanguageClassrooms.
4.1 Repair in Form-and-Accuracy Contexts.
4.2 Repair in Meaning-and-Fluency Contexts.
4.3 Repair in Task-Oriented Contexts.
4.4 Discussion.
4.5 Practical Applications of a Contextual Approach toRepair.
4.6 The Preference Organization of Repair: The Case of theMissing "No."
4.7 Strategies for Conducting Repair Without Using DirectNegative Evaluation.
4.8 Examples of the Use of Mitigated Negative Evaluation.
4.9 Why Is There a Dispreference for Direct and UnmitigatedNegative Evaluation?
4.10 A Different Preference Structure in Relation to ProceduralTrouble.
4.11 The Paradox: Pedagogy and Interaction in Opposition.
4.12 Conclusions.
4.13 Chapter Summary.
Notes.
Chapter 5 The Organization of Language ClassroomInteraction.
5.1 A Sketch of the Interactional Architecture of the SecondLanguage Classroom.
5.2 The Basic Sequence Organization.
5.3 A Methodology for the Analysis of Second Language ClassroomInteraction.
5.4 Talking the Institution of the Second Language Classroom Inand Out of Being.
5.5 The Concept of Second Language Classroom Contexts.
5.6 A Three-Way View of Context.
5.7 Creating a Second Language Classroom.
5.8 Managing Context Shift.
5.9 Chapter Summary.
Notes.
Chapter 6 Conversation Analysis, Applied Linguistics, andSecond Language Acquisition.
6.1 Conversation Analysis and Applied Linguistics.
6.2 Conversation Analysis and Second Language Acquisition.
6.3 Recasts.
6.4 Focus-on-Form Instruction.
6.5 Conversation Analysis as a Social Science ResearchMethodology.
6.6 Chapter Summary.
Notes.
Chapter 7 Epilogue.
Appendix 1 Transcription Conventions.
Appendix 2 Resources for Conversation Analysis Research inApplied Linguistics and Second Language Acquisition.
1.1 History and Development of Conversation Analysis.
1.2 Ethnomethodology.
1.3 The Principles of Ethnomethodology.
1.4 Aims of Conversation Analysis.
1.5 Principles of Conversation Analysis.
1.6 Types of Interactional Organization.
1.7 Conversation Analysis Procedures.
1.8 Attitude Toward Context.
1.9 Ethnomethodological Conversation.
1.10 Chapter Summary.
Notes.
Chapter 2 Different Perspectives on Language ClassroomInteraction.
2.1 Discourse Analysis Approaches.
2.2 The Communicative Approach to Second Language ClassroomInteraction.
2.3 Dynamic and Variable Approaches to ClassroomInteraction.
2.4 Database Issues.
2.5 Adequacy of Database for the Study of Second LanguageClassroom Interaction.
2.6 Ethnography.
2.7 The Pedagogical Landing-Ground Perspective.
2.8 A Conversation Analysis Institutional-DiscoursePerspective.
2.9 Chapter Summary.
Notes.
Chapter 3 The Organization of Turn Taking and Sequence inLanguage Classrooms.
3.1 Turn Taking and Sequence in Form-and-Accuracy Contexts.
3.2 Turn Taking and Sequence in Meaning-and-FluencyContexts.
3.3 Turn Taking and Sequence in Task-Oriented Contexts.
3.4 Turn Taking and Sequence in Procedural Contexts.
3.5 Methodological Issues.
3.6 Chapter Summary.
Notes.
Chapter 4 The Organization of Repair in LanguageClassrooms.
4.1 Repair in Form-and-Accuracy Contexts.
4.2 Repair in Meaning-and-Fluency Contexts.
4.3 Repair in Task-Oriented Contexts.
4.4 Discussion.
4.5 Practical Applications of a Contextual Approach toRepair.
4.6 The Preference Organization of Repair: The Case of theMissing "No."
4.7 Strategies for Conducting Repair Without Using DirectNegative Evaluation.
4.8 Examples of the Use of Mitigated Negative Evaluation.
4.9 Why Is There a Dispreference for Direct and UnmitigatedNegative Evaluation?
4.10 A Different Preference Structure in Relation to ProceduralTrouble.
4.11 The Paradox: Pedagogy and Interaction in Opposition.
4.12 Conclusions.
4.13 Chapter Summary.
Notes.
Chapter 5 The Organization of Language ClassroomInteraction.
5.1 A Sketch of the Interactional Architecture of the SecondLanguage Classroom.
5.2 The Basic Sequence Organization.
5.3 A Methodology for the Analysis of Second Language ClassroomInteraction.
5.4 Talking the Institution of the Second Language Classroom Inand Out of Being.
5.5 The Concept of Second Language Classroom Contexts.
5.6 A Three-Way View of Context.
5.7 Creating a Second Language Classroom.
5.8 Managing Context Shift.
5.9 Chapter Summary.
Notes.
Chapter 6 Conversation Analysis, Applied Linguistics, andSecond Language Acquisition.
6.1 Conversation Analysis and Applied Linguistics.
6.2 Conversation Analysis and Second Language Acquisition.
6.3 Recasts.
6.4 Focus-on-Form Instruction.
6.5 Conversation Analysis as a Social Science ResearchMethodology.
6.6 Chapter Summary.
Notes.
Chapter 7 Epilogue.
Appendix 1 Transcription Conventions.
Appendix 2 Resources for Conversation Analysis Research inApplied Linguistics and Second Language Acquisition.
References.
Index.
Rezensionen
"The book hasimportant implications for understanding what is possible inlanguage classrooms as a part of educational institutions, and isparticularly illuminating in challenging some of the tenets ofcommunicative methodology. Given that CA attempts to describe theuniqueness of specific interactions, but uses what it claims is a'context-free' machinery, and the fact that thedatabase is wide-ranging, the book is likely to have relevance forsecond and foreign language teaching across a wide range ofcontexts." - ThomasMorton, University of Leeds - AppliedLinguistics
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