Classroom-based Conversation Analytic Research
Description
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.
Reviews / Votes
"This book offers an accessible overview of CA research in a range of different classrooms and will be of interest to both researchers and teachers." (Tim Greer, JALT Journal, Vol. 45 (1), May, 2023)
"This book offers an accessible overview of CA research in a range of different classrooms and will be of interest to both researchers and teachers." (Tim Greer, JALT Journal, Vol. 45 (1), May, 2023)"This new book demonstrates the latest CA research in the field of second language learning more comprehensively. . This volume . represents a new attempt to bridge the gap between the research and practice of Conversation Analysis. The design of the volume is also very friendly. . . It will also be read widely by audiences who are interested in Conversation Analysis and its application, especially to second language teaching and learning." (Yuntong Liu and Yan Wang, The Linguist List, linguistlist.org, September 9, 2021)
"This book also endeavor to package their findings in ways that are accessible for all kinds of language teaching professionals ... . this book makes a crucial contribution to the field of applied linguistics by deliveringa thoroughly rigorous account ... . This book will be of particular interest to those with a CA background, but it is sure to be an indispensable resource for anyone interested in understanding the complexity of classroom interaction." (Mark Romig, SALT, Studies in Applied Linguistics & TESOL, Vol. 21 (2), 2022)
"The volume could be on the reading list on postgraduate programmes on foreign language teaching as well as teacher training programmes. . the volume's chapters contain many increments to knowledge in terms of our understanding of the processes of language learning, teaching, and assessment in a wide range of settings. It provides many helpful guidelines and examples of how insights from CA studies may be packaged to make them more digestible and useful for practitioners." (Paul Seedhouse, Applied Linguistics, May 24, 2021)
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Persons
Numa Markee is an Emeritus Associate Professor of Linguistics at the University of Illinois at Urbana-Champaign (USA). His main research interests include the management of curricular innovation (see Managing Curricular Innovation , 1997, Cambridge University Press) and the use of conversation analysis as a tool for analyzing second language classroom talk and acquisition (see Conversation Analysis , 2000, Lawrence Erlbaum). His most important recent publications are The Handbook of Classroom Discourse and Interaction (2015, Wiley Blackwell) and Conversation Analysis and Language Alternation (2018, John Benjamins, co-edited with Anna Filipi). He is also one of the associate editors of Classroom Discourse. In addition, he has carried out consultancies on EFL curriculum design and implementation as an English Language Specialist for the US State Department in Chile, Brazil, Nepal, India, Thailand and Laos, and has taught ESL/EFL/ESP in the US, the UK, Switzerland, Mexico, Algeria and the Sudan.
Olcay Sert is an Associate Professor of TESOL and Applied Linguistics at Mälardalen University (Sweden). His research dealswith classroom discourse, L2 interaction, and language teacher education. His book Social Interaction and L2 Classroom Discourse (Edinburgh University Press, 2015) was shortlisted for the British Association for Applied Linguistics (BAAL) Book Prize in 2016 and was a finalist for the American Association for Applied Linguistics (AAAL) first book award in 2017. He is leading the M älardalen IN teraction & D idactics (MIND) Research Group and is the editor of Classroom Discourse . He has also worked as a language teacher in Turkey and the UK and has been actively involved in teacher education in Turkey and Sweden.
