Conversation Analytic Perspectives on English Language Learning, Teaching and Testing in Global Contexts

✍ Scribed by Hanh thi Nguyen (editor); Taiane Malabarba (editor)

• Publisher: Multilingual Matters
• Year: 2019
• Tongue: English
• Leaves: 323
• Category: Library

✦ Synopsis

Offers a unique conversation analytic approach to issues in English language learning, teaching and testing

This book contains 10 empirical studies of English language learning, teaching and testing where English is an additional language. Focusing on English-as-a-Foreign-Language contexts, they involve varied learner populations, from children to young adults to adults, in different learning environments around the world.

✦ Table of Contents

Contents
Acknowledgements
Contributors
1. Introduction: Using Conversation Analysis to Understand the Realities of English-as-a-Foreign-Language Learning, Teaching and Testing
Part 1: Learners’ Development of Interactional Competence
2. Embodied and Occasioned Learnables and Teachables in an Early EFL Classroom
3. Developing Interactional Competence in a Lingua Franca at the Workplace: An Ethnomethodologically Endogenous Account
Part 2: Teaching and Testing Practices as Dynamic Processes
4. Looking Beyond IRF Moves in EFL Classroom Interaction in China
5. EFL Trainee Teachers’ Orientations to Students’ Non-understanding: A Focus on Task Instructions
6. Handling Unprepared-for Contingencies in an Interactional Language Test: Student Initiation of Correction as a Collaborative Accomplishment
7. Closing Up Testing: Interactional Orientation to a Timer During a Paired EFL Oral Proficiency Test
Part 3: Sociocultural and Ideological Forces in Language Teaching
8. The ‘Power Game’: Interactional Asymmetries in EFL Collaborative Language Teaching
9. Collision of Centripetal and Centrifugal Forces in Iranian EFL Classroom Interaction
10. ‘In English, Sorry’: Participants’ Orientation to the English-only Policy in Beginning-level EFL Classroom Interaction
11. Teaching English in Marginalized Contexts: Constructing Relevance in an EFL Classroom in Rural Southern Mexico
12. Commentary: Fault Lines in Global EFL
Index