Conversation analysis at the service of research in the field of second language acquisition (CA-for-SLA) (original) (raw)
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Conversation Analysis, Applied Linguistics, and Second Language Acquisition
Language Learning, 2004
So far in this monograph I have explicated the organization of L2 classroom interaction using a CA methodology applied to an extensive database. Although I have considered some issues related to the theory and practice of L2 teaching, I have not so far attempted to relate the study to broader research paradigms, which is the focus of this chapter. The overall aim of this chapter is to consider how CA can be located in and contribute to the research agendas of AL and SLA. Following Larsen-Freeman (2000), SLA is seen as a subfield of AL: AL draws on multidisciplinary theoretical and empirical perspectives to address real-world issues and problems in which language is central. SLA draws on multidisciplinary theoretical and empirical perspectives to address the specific issue of how people acquire a second language and the specific problem of why everyone does not do so successfully. (p. 165
Conversation Analysis for Second Language Acquisition and beyond: An interview with Numa P. Markee
Bellaterra Journal of Teaching & Learning Language & Literature (BJTLLL), 2012
Professor Numa P. Markee is Associate Professor of Linguistics at the University of Illinois at Urbana-Champaign (United States) where he teaches courses in Conversation Analysis, Second Language Acquisition, Task Based Language Teaching and in Language Program Administration. His principal research interests are in the area of ethnomethodological Conversation Analysis applied to Second Language Acquisition (CA-for-SLA), Discursive Psychology, socially distributed cognition, classroom research, the uses of technology in applied linguistics research and ESL teaching, and the management of curricular innovation. In addition to numerous journal articles and book chapters on CA-for-SLA – the main topic of the present interview – Prof. Markee has also published a book Conversation Analysis (2000). The interview took place in January 2012 on the occasion of a series of conferences and workshops on Conversation Analysis carried out by Prof. Markee at the Universitat Autònoma de Barcelona (Spain) within the MA programme in Research on Language and Literature Education and as guest of the research group GREIP.
Conversation Analysis and Classroom Interaction
2019
This entry discusses how conversation analysis (CA) has been employed to investigate interaction which occurs in second/foreign-language (L2) classrooms. The detailed, intensive study of interaction in L2 classrooms only took off in the 1960s with the advent of audio and, later, video-recording technology. The first wave of development in the description and analysis of L2 classroom interaction was observation or coding schemes from the 1960s. A second major development was the use of discourse analysis (DA) from the 1970s. DA uses principles and methodology typical of linguistics to analyze classroom discourse in structural-functional linguistic terms. Seedhouse (2004) suggested that DA cannot portray the flow of the interaction because it is essentially a static approach which portrays interaction as consisting of fixed and unidimensional coordinates on a conceptual map. Since the DA approach was developed for first language (L1) classrooms and transferred for use in L2 classrooms, it had difficulty in portraying the extra dimension which distinguishes L2 classroom interaction from L1 classroom interaction. This is that language is the object as well as the vehicle of interaction. With the development of coding schemes and DA studies, from the 1980s, the importance of interaction as a vital element in the instructed L2 learning process became clearer. Strong interest then emerged in applying a new methodology (CA) to the description and analysis of L2 classroom interaction. CA had developed in the 1960s, had no obvious connection with learning, and in its genesis dealt exclusively with monolingual English data. Publications then appeared which started to address the relationship between CA and L2 classroom interaction. The overall picture of the L2 classroom which emerges from the application of a CA methodology is that it is a very complex, dynamic, and fluid interactional environment. Pedagogy and interaction are intertwined in a mutually dependent relationship and we must examine the minute detail of the interaction to gain a full understanding of the instructed L2 learning process. Previously, for many years, researchers in the area of language learning had shied away from examining the micro-detail of classroom interaction, regarding it as an excessively complex, heterogeneous, and particularly "messy" source of data. However, with CA it became possible to do this and studies have demonstrated that, as with conversation, there is also order at all points in L2 classroom interaction. One influential monograph in this area of study is by Seedhouse (2004) who applied CA to an extensive and varied database of language lessons from around the world to tackle the question "How is L2 classroom interaction organized?" The main thesis is that there is a reflexive relationship between pedagogy and interaction in the L2 classroom, and that this relationship is the foundation of its context-free architecture. This relationship means that, as the pedagogical focus varies, so does the organization of the interaction. However , this also means that the L2 classroom has its own interactional organization which
A CONVERSATION-ANALYTIC APPROACH TO SECOND LANGUAGE ACQUISITION
Alternative Approaches to Second …, 2002
5 A CONVERSATION-ANALYTIC APPROACH TO SECOND LANGUAGE ACQUISITION Gabriele Kasper and Johannes Wagner Overview Conversation analysis (CA) has evolved from ethnomethodology (EM), a sociological approach that challenged sociology's standard epistemology. ...
2020
During the last 15 years, the concept of second language interactional competence (L2IC) has evolved considerably, based on empirical findings from conversation analysis (CA). Another closely related product of applied CA is the development of CA-based materials and activities for teaching, therapy and other interventions designed to improve interactions in various sites, including the improvement of L2IC among learners of second and foreign language. As part of an ongoing project applying CA to L2IC, this paper presents a brief overview of recent literature on applied CA, L2 talk-in-interaction and L2IC, and existing proposals and materials for applying CA to the teaching of L2IC. The paper concludes with some reflections and tentative suggestions.
An Introduction to Conversation Analysis by LIDDICOAT, ANTHONY J
The Modern Language Journal, 2009
The MLJ reviews books, monographs, computer software, and materials that (a) present results of research in-and methods of-foreign and second language teaching and learning; (b) are devoted to matters of general interest to members of the profession; (c) are intended primarily for use as textbooks or instructional aids in classrooms where foreign and second languages, literatures, and cultures are taught; and (d) convey information from other disciplines that relates directly to foreign and second language teaching and learning. Reviews not solicited by the MLJ can neither be accepted nor returned. Books and materials that are not reviewed in the MLJ cannot be returned to the publisher. Responses should be typed with double spacing and submitted electronically online at our Manuscript Central address: http://mc.manuscriptcentral.com/mlj THEORY AND PRACTICE COOK, VIVIAN. Second Language Learning and Language Teaching . 4th ed. London: Hodder Arnold, 2008. Pp. xiii, 306. $33.95, paper. ISBN 0-340-95876-6.
Review: Conversational interaction in second language acquisition: A collection of empirical studies
2008
Mackey, A. (Ed.). (2007). Conversational interaction in second language acquisition: A collection of empirical studies. Oxford: Oxford University Press. ISBN 978-019-4422249-9. 496pp. Applied linguists working within the mainstream of Second Language Acquisition (SLA) research owe a considerable debt to Stephen Krashen. His bold claim that comprehensible input and a low affective filter were necessary and sufficient condition for language acquisition gave rise to a rich research agenda that is still alive and kicking. Among those who challenged his "hypotheses" can be numbered Merrill Swain, who has for twenty years developed her argument for the importance of comprehensible output, Manfred Peinemann whose Teachability Hypothesis has led to some interesting studies, and Michael Long, who over the years has refined his Interaction Hypothesis, which, in its current version, includes elements of a hypothesis (an idea that needs to be tested about a single phenomenon), elements ofa model (a description of processes or a set of processes of a phenomenon), as well as elements of a theory (a set of statements about natural phenomena that explains why these phenomena occur the way they do (Gass & Mackey, 2006, p. 174, cited in the present book, p. 5). Certainly, Long's Interaction Hypothesis has generated a very large number of published reports and many more unpublished theses and dissertations.