The Interactional Architecture of the Language Classroom A Conversation Analysis Perspective

by Seedhouse, Paul; Young, Richard F.

• ISBN13: 9781405120098
• ISBN10: 1405120096
• Edition: 1st
• Format: Paperback
• Copyright: 2004-10-01
• Publisher: Wiley-Blackwell

Summary

Winner of the MLA Kenneth W. Mildenberger Prize 2005This 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. 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. Considers how Conversation Analysis can contribute to the research agendas of Applied Linguistics and Second Language Acquisition.

Author Biography

Dr. Paul Seedhouse is Postgraduate Research Director in the School of Education, communication and Language Sciences at the University of Newcastle upon Tyne, UK. After teaching ESOL, German and French in five different countries, he has published widely in journals of applied linguistics, language teaching and pragmatics and has edited the forthcoming collection Applying Conversation Analysis.

Table of Contents

Series Editor's Foreword	x
Acknowledgments	xiv
Chapter 1 Conversation Analysis Methodology	1	(54)
1.1 History and Development of Conversation Analysis	1	(2)
1.2 Ethnomethodology	3	(3)
1.3 The Principles of Ethnomethodology	6	(6)
1.3.1 Indexicality	7	(1)
1.3.2 The Documentary Method of Interpretation	7	(2)
1.3.3 The Reciprocity of Perspectives	9	(1)
1.3.4 Normative Accountability	10	(1)
1.3.5 Reflexivity	11	(1)
1.4 Aims of Conversation Analysis	12	(1)
1.5 Principles of Conversation Analysis	13	(3)
1.6 Types of Interactional Organization	16	(22)
1.6.1 Adjacency Pairs	17	(5)
1.6.2 Preference Organization	22	(5)
1.6.3 Turn Taking	27	(7)
1.6.4 Repair	34	(4)
1.7 Conversation Analysis Procedures	38	(4)
1.8 Attitude Toward Context	42	(4)
1.9 Ethnomethodological Conversation Analysis and "Linguistic" Conversation Analysis	46	(6)
1.10 Chapter Summary	52	(1)
Notes	53	(2)
Chapter 2 Different Perspectives on Language Classroom Interaction	55	(46)
2.1 Discourse Analysis Approaches	55	(11)
2.2 The Communicative Approach to Second Language Classroom Interaction	66	(15)
2.3 Dynamic and Variable Approaches to Classroom Interaction	81	(3)
2.4 Database Issues	84	(1)
2.5 Adequacy of Databases for the Study of Second Language Classroom Interaction	84	(4)
2.6 Ethnography	88	(5)
2.7 The Pedagogical Landing-Ground Perspective	93	(2)
2.8 A Conversation Analysis Institutional- Discourse Perspective	95	(4)
2.9 Chapter Summary	99	(1)
Notes	99	(2)
Chapter 3 The Organization of Turn Taking and Sequence in Language Classrooms	101	(40)
3.1 Turn Taking and Sequence in Form-and-Accuracy Contexts	102	(9)
3.2 Turn Taking and Sequence in Meaning-and-Fluency Contexts	111	(8)
3.3 Turn Taking and Sequence in Task-Oriented Contexts	119	(14)
3.4 Turn Taking and Sequence in Procedural Contexts	133	(3)
3.5 Methodological Issues	136	(2)
3.6 Chapter Summary	138	(1)
Notes	139	(2)
Chapter 4 The Organization of Repair in Language Classrooms	141	(40)
4.1 Repair in Form-and-Accuracy Contexts	143	(6)
4.2 Repair in Meaning-and-Fluency Contexts	149	(4)
4.3 Repair in Task-Oriented Contexts	153	(5)
4.4 Discussion	158	(1)
4.5 Practical Applications of a Contextual Approach to Repair	159	(4)
4.6 The Preference Organization of Repair: The Case of the Missing "No"	163	(1)
4.7 Strategies for Conducting Repair Without Using Direct Negative Evaluation	164	(4)
4.8 Examples of the Use of Mitigated Negative Evaluation	168	(4)
4.9 Why Is There a Dispreference for Direct and Unmitigated Negative Evaluation?	172	(1)
4.10 A Different Preference Structure in Relation to Procedural Trouble	172	(3)
4.11 The Paradox: Pedagogy and Interaction in Opposition	175	(1)
4.12 Conclusions	176	(3)
4.13 Chapter Summary	179	(1)
Notes	179	(2)
Chapter 5 The Organization of Language Classroom Interaction	181	(42)
5.1 A Sketch of the Interactional Architecture of the Second Language Classroom	183	(4)
5.1.1 Property 1	184	(1)
5.1.2 Property 2	184	(2)
5.1.3 Property 3	186	(1)
5.2 The Basic Sequence Organization of Second Language Classroom Interaction	187	(7)
5.3 A Methodology for the Analysis of Second Language Classroom Interaction	194	(5)
5.4 Talking the Institution of the Second Language Classroom in and out of Being	199	(5)
5.5 The Concept of Second Language Classroom Contexts	204	(4)
5.6 A Three-Way View of Context	208	(7)
5.6.1 Micro Context	212	(1)
5.6.2 Second Language Classroom Context	212	(1)
5.6.3 Institutional Context	212	(3)
5.7 Creating a Second Language Classroom Context	215	(4)
5.8 Managing Context Shift	219	(2)
5.9 Chapter Summary	221	(1)
Notes	221	(2)
Chapter 6 Conversation Analysis, Applied Linguistics, and Second Language Acquisition	223	(40)
6.1 Conversation Analysis and Applied Linguistics	224	(12)
6.1.1 Language-Teaching Task Design	226	(1)
6.1.2 Language-Teaching Materials Design	227	(1)
6.1.3 Language Proficiency Assessment Design	228	(1)
6.1.4 Disordered Talk and Speech Therapy	229	(1)
6.1.5 Professional Discourse	230	(1)
6.1.6 Conversation Analysis in Languages Other Than English	231	(1)
6.1.7 Native Speaker-Nonnative Speaker Talk	231	(2)
6.1.8 Bilingual and Multilingual Interaction	233	(1)
6.1.9 Grammar, Pragmatics, and Interaction	234	(2)
6.2 Conversation Analysis and Second Language Acquisition	236	(1)
6.3 Recasts	237	(12)
6.3.1 Learning	241	(8)
6.4 Focus-on-Form Instruction	249	(4)
6.5 Conversation Analysis as a Social Science Research Methodology	253	(8)
6.6 Chapter Summary	261	(1)
Notes	262	(1)
Chapter 7 Epilogue	263	(4)
Appendix 1 Transcription Conventions	267	(4)
Appendix 2 Resources for Conversation Analysis Research in Applied Linguistics and Second Language Acquisition	271	(2)
References	273	(18)
Index	291