Winner of the MLA Kenneth W. Mildenberger Prize 2005, this
monograph provides a model of the organisation of L2 classroom
interaction and a practical methodology for its analysis. The main
thesis is that there is a reflexive relationship between pedagogy
and interaction in the L2 classroom; this relationship is the
foundation of its context-free architecture. The book explains the
basic principles of Conversation Analysis and reviews the
literature on L2 classroom interaction; portrays the reflexive
relationship between the pedagogical focus of the interaction and
the organisation of turn-taking, sequence and repair; describes the
overall organisation of L2 classroom interaction and illustrates
the use of the analytical methodology; and, considers how
Conversation Analysis can contribute to the research agendas of
Applied Linguistics and Second Language Acquisition.
General
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