This chapter reviews literature on recent developments in teacher-student interaction and language learning. Based on a sociocultural perspective of language and learning, the studies are drawn from three types of classrooms: first language classrooms; second language classrooms, which include contexts in which the language being learned in the classroom is also the language of the community; and foreign language classrooms. Foreign language learning contexts are those in which exposure to and opportunities for target language interaction are restricted for the most part to the language classroom. Across these three areas, attention is given to studies that investigate the specific means used in teacher-student interaction to promote language learning.
A key insight of a transdisciplinary perspective on second language acquisition (SLA) as articulated by the Douglas Fir Group (2016) is its usage‐based understanding of language. Evidence on the fundamental role that usage plays in shaping individual language knowledge is no doubt compelling. However, while the force of social interaction in shaping language knowledge is acknowledged, missing are specifications of the jointly constructed actions and courses of action comprising social contexts of use. Also missing is a reconsideration of key SLA concepts engendered by a usage‐based understanding of language. The intent of this paper is to redress these limitations. First, I summarize the research programs of conversation analysis and interactional linguistics, which take as their central task the specifications of the jointly constructed actions and courses of action comprising social contexts and thus significantly enhance a usage‐based understanding of language. Then, arguing that more suitable conceptual tools are needed to better capture current understandings of language knowledge and objects of L2 learning, I offer repertoire, semiotic resources, and register as alternative terms to competence and grammar. I conclude with a proposal for a Conversation Analysis/Interactional Linguistics‐based research program for further advancing understandings of SLA and transforming understandings of L2 pedagogy.
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