Classroom-based Conversation Analytic Research: Theoretical and Applied Perspectives on Pedagogy (Educational Linguistics, 46)

✍ Scribed by Silvia Kunitz (editor), Numa Markee (editor), Olcay Sert (editor)

• Publisher: Springer
• Year: 2021
• Tongue: English
• Leaves: 416
• Category: Library

✦ Synopsis

This book presents an international range of conversation analytic (CA) studies of classroom interaction which all discuss their empirical findings in terms of their theoretical and methodological contribution to the field of second language studies and their potential pedagogical relevance. The volume is thus unique in its focus on the theoretical and practical insights of CA classroom-based research and on the impact that such insights might have at the pedagogical level, from teaching to testing to teacher education. Given the growing interest in the pedagogical applicability of CA research, this book is a timely addition to the existing literature.

✦ Table of Contents

Classroom-based Conversation Analytic Research
Contents
Contributors
Introduction: CA-SLA and the Diffusion of Innovations
1 Introduction
2 Ethnomethodological Conversation Analysis
2.1 CA-SLA
2.2 Teaching Interactional Competence
3 Diffusion of Innovations Research
4 Conclusions
References
Toward a Coherent Understanding of L2 Interactional Competence: Epistemologies of Language Learning and Teaching
1 A (Historical) Prelude: The Demands of the Social World and the Advancement of Research
2 Understanding Interactional Competence and Its Development
2.1 Conceptual Challenges
2.2 An Epistemologically Coherent and Empirically Validated Definition of the Target Object: From Communicative Competence to Interactional Competence
2.3 An Empirically Grounded Understanding of the Developmental Trajectories of L2 Interactional Competence
3 Longitudinal Studies on the Development of L2 IC and Their Implications: The In-Principle Affordances of the Classroom and Beyond
4 Conclusion
5 Implications—In a Nutshell
References
Part I: CA Research in L2 Classrooms
Introduction to Part I
References
The Intersubjective Objectivity of Learnables
1 Introduction
1.1 The Statement of the Problem
2 Intersubjectivity and the Emergence of Learnables
2.1 A Socio-phenomenological Approach to Learnables
2.2 A Dialogical Approach to Learnables, Converging on Sense-Making Procedures
3 Data Analysis: Learnables from Theory to Action
3.1 First Example
3.2 Second Example
4 Discussion
5 Conclusion
6 Theoretical Implications of Considering “Intersubjective Objectivity of Learnables”: The Issue of Context and Saliency in Practice
7 Practical Implications for Pedagogy and Teacher Education: Multimodality in the Design of Pedagogical Activities
Conventions for Transcribing Embodied Conduct
References
Doing the Daily Routine: Development of L2 Embodied Interactional Resources Through a Recurring Classroom Activity
1 Introduction
2 Classroom Interaction
3 L2 Interactional Competence
4 Data and Analysis
5 Conclusions
6 Pedagogical implications
Conventions for Transcribing Embodied Conduct
References
“How Do You Spell That?”: Doing Spelling in Computer-Assisted Collaborative Writing
1 Introduction
1.1 Studies of Spelling Correction with a Spell-Checker
1.2 Repair and Correction
1.3 Collaboration and Scaffolding
1.4 Epistemics
2 Data and Methodology
3 Analysis
3.1 Correction Facilitated by the Spell-Checker
3.2 Correction Facilitated by Collaboration
3.3 Neither the Spell-Checker nor Collaboration Facilitates Epistemic Progression
4 Discussion and Conclusions
5 Pedagogical Implications
References
Instruction-Giving Sequences in Italian as a Foreign Language Classes: An Ethnomethodological Conversation Analytic Perspective
1 Introduction
2 Data
3 Analysis
3.1 Round 1
3.2 Round 2
3.3 Round 3
3.4 Round 4
4 Conclusions
5 Pedagogical Implications
References
Part II: CA Research in Content Based Language Classrooms
Introduction to Part II
References
Does a Positive Atmosphere Matter? Insights and Pedagogical Implications for Peer Interaction in CLIL Classrooms
1 Introduction
2 CA Research on Preference Organization, Repair and Disagreements and Face and Facework in Social Interaction
3 The Multimodal Accomplishment of Group Work (and Facework) in L2 and CLIL Classroom Settings
4 Data and Method
5 Management of Facework and Group Work in CLIL Peer Interaction
6 Discussion
7 Pedagogical Implications and Conclusions
Appendix: Conventions for Transcribing Embodied Conduct
References
Multimodal Perspective into Teachers’ Definitional Practices: Comparing Subject-Specific Language in Physics and History Lessons
1 Introduction
2 From a Theoretical Construct to an Academic Discourse Practice
3 Definitions as a Situated Practice
4 Data and Methodology
5 Analysis of Data Excerpts
6 On the Similarities and Differences of the Teachers’ Multimodal Definitions
7 Conclusion
8 Pedagogical Implications: Instructions for the Pedagogical ‘Reflection Tool’
Appendix 1: Multimodal Transcription Conventions and Shorthand
References
Tracing Teachers’ Ordering Decisions in Classroom Interaction
1 Introduction
2 Literature Review
2.1 Structural Regularities and Teacher Pedagogical Actions
2.2 Topic Shift and Topical Coherence
2.3 Teachers’ Ordering Decisions
3 Data and Methods
4 Analytical Exhibits
4.1 From Content to Language
4.2 From Technical Concept to Vocabularly Issue
4.3 From General Description to a Specific Account
5 Conclusion
6 Pedagogical Implications
References
Part III: CA Research and Teacher Education
Introduction to Part III
References
Transforming CA Findings into Future L2 Teaching Practices: Challenges and Prospects for Teacher Education
1 Introduction
2 Conversation Analysis and Language Teacher Education
3 Developing Audio-Visual Materials for Teacher Education: A Comparative CA Perspective
3.1 Building a Collection of and Comparing Interactional Phenomena: Teachers’ Management of Students’ L1 Usage
4 Pedagogical Implications: Integrating CA Findings into a Technology Enhanced Language Teacher Education Framework Using VEO
References
Harnessing the Power of Heteroglossia: How to Multi-task with Teacher Talk
1 Introduction
2 Teaching as a Multifaceted Juggling Act
3 Heteroglossia as a Potential Solution
4 Pedagogical Implications: Training for Heteroglossia
Scenario 1
Scenario 2
5 Coda: Implications for Curricular Innovation
Conventions for Transcribing Embodied Conduct
References
“What Do You Think About This?”: Differing Role Enactment in Post-Observation Conversation
1 Introduction
2 Mentoring, Feedback, and Reflection Within POCs
3 Mentoring as a Role-Set
4 Methodology
4.1 Setting and Participants
5 Analysis
6 Teacher-Initiated vs. Mentor-Initiated Episodes
7 Feedback-Oriented vs. Reflection-Oriented
8 Discussion and Conclusion
9 Pedagogical Implications
References
Part IV: CA and Assessment
Introduction to Part IV
References
A Micro-analytic Investigation into a Practice of Informal Formative Assessment in L2 Classroom Interaction
1 Introduction
2 Studies on Informal Formative Assessment and Classroom Interaction
3 Method
3.1 Data
3.2 Epistemology
3.3 Transcription and Analytic Procedures
4 Findings
5 Discussion and Conclusion
6 Pedagogical Implications
References
Conceptualizing Interactional Learning Targets for the Second Language Curriculum
1 Introduction
2 Language, Action, and Interaction
3 The Scope of IC
4 One Example: Identifying and Formalizing a Learning Target
5 IC and the L2 Curriculum
6 Implications for Language Teaching
References
Some Considerations Regarding Validation in CA-Informed Oral Testing for the L2 Classroom
1 Introduction
2 Norms, Models, Frameworks, and Constructs
3 Validity and LT
4 Validity in CA
5 Applications of CA to LT
6 A CA-Informed Test-Development Project
6.1 Overview of the Test Procedure
6.2 Rating Scale and Empirical Response-Data
7 Discussion
8 Pedagogical Implications
References
Part V: Concluding Remarks
Between Researchers and Practitioners: Possibilities and Challenges for Applied Conversation Analysis
1 Introduction
1.1 CA for Reflection on Pedagogical Practices
1.2 CA for Reconsideration of Objects of Teaching and Assessment
1.3 The Multilayered Ecology of the Classroom
1.4 Translating Research: The Work of Applied Linguists and the Work of Language Teachers
References
L2 Interactional Competence and L2 Education
1 Introduction
2 Challenges for L2 Education: Epistemologies of Learning/Teaching and Their Implications
3 Conclusion
References
CA Transcription Conventions (Based on Jefferson 2004)