CA‐for‐SLA Studies of Classroom Interaction

Markee, Numa; Kunitz, Silvia

doi:10.1002/9781118531242.ch25

Cited by 38 publications

(12 citation statements)

References 83 publications

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“…These findings not only offer implications for undertaking professional conversations, they also suggest the potential of CA as a methodological approach in teacher education. CA has been increasingly widely used for analysis of classroom interaction (Markee & Kunitz, 2015;Richards, 2006;Seedhouse, 2004;Walsh, 2011) and talk in educational settings (Kasper & Kim, 2015;Richards, 1999). We have shown that it also provides a useful means of understanding the details of sequential organization of post observation conversations undertaken for teacher development.…”

Section: Discussionmentioning

confidence: 99%

Provoking Reflective Thinking in Post Observation Conversations

Kim¹,

Silver²

2016

Journal of Teacher Education

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We present a micro-analysis of post observation conversations between classroom teachers and mentors. Using the approach of conversation analysis, we show how the sequential organization of an episode (i.e., who initiates the interaction, question format used by mentors) could potentially serve to provoke or hinder teacher reflection. Our analysis reveals the different stances adopted by mentor and teacher during potentially discomfiting episodes, the relationship between the structure of initial questions, and the impact of question types on elicited teacher responses/reflections. Implications for handling this type of interaction for more effective professional development collaborations are discussed.

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Section: Discussionmentioning

confidence: 99%

Provoking Reflective Thinking in Post Observation Conversations

Kim¹,

Silver²

2016

Journal of Teacher Education

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“…While the aforementioned researchers adopt a priori theories of learning to inform their analyses, others view this as a possible threat to the ethnomethodological foundations of CA. Markee and Kunitz (2015) characterize these differing perspectives as the difference between "developmental" and "purist" CA approaches. From the "developmental" perspective, CA is not equipped to address learning entirely on its own, which necessitates the adoption of other theories of learning.…”

Section: Tracing Language Learning: Two Ca Approachesmentioning

confidence: 99%

Language Learning in Repeated Storytellings

Frantz¹

2021

Storytelling in Multilingual Interaction

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This paper uses conversation analysis (CA) to trace changes in one learner's repair practices during a repetitive storytelling activity in an intermediate-level ESL classroom. An analysis of the learner's phonological and grammatical repairs is guided by two questions: How are the repair sequences organized, and what changes occur in the sequences over time? By considering the impact of task repetition on a student's linguistic performance, this study highlights CA's analytical potential for examining learning processes during classroom activities on a highly detailed level. The findings contribute to the larger sociocultural reconceptualization of second language acquisition by demonstrating how learning occurs and is made visible during a student's interaction with her teacher and peers.

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“…CA research on L2 teacher–student interaction and learning has been ongoing and substantial (e.g., Sert, ). It also has self‐imposed difficulties, we believe, in studying a wide range of teaching‐learning behavior (Atkinson et al, ; Gardner, ; Markee & Kunitz, ). Seedhouse () described the interactional architecture of SLT and conversation as maximally different; Nguyen () showed how rapport is constructed moment‐by‐moment in teacher–student interaction; and Cekaite () studied how primary school learners seek and obtain teacher attention, thus enabling their classroom participation.…”

Section: Evidence For Natural Pedagogymentioning

confidence: 99%

Natural Pedagogy in Second Language Learning and Teaching

Atkinson

Shvidko

2019

TESOL Quarterly

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This article introduces the concept of natural pedagogy (NP) as a tool for envisioning and enacting second language learning and teaching. Currently popular in the social and cognitive sciences, NP theory holds that much adaptive human behavior is too complex and nontransparent to learn via observation, imitation, and trial‐and‐error alone: Something extra is needed. NP employs humans’ remarkable “hyperprosocial” capacities/tools for interaction (e.g., gesture, gaze, facial expression, body movement, language) to effect teaching‐based learning. NP’s appearance in the hominin lineage likely predated humans; it is probably therefore the original form of teaching‐based learning. A much more recent invention—the classroom—is often portrayed as separated from the rest of the world in order to enable teaching‐based learning. Yet the interactional tools of NP occur pervasively in classrooms as well, making classrooms in this sense substantially continuous with the rest of the world. In both cases, according to the argument developed here, our evolved communicative toolkit underlies teaching‐based learning. This article is primarily conceptual in nature, representing a new departure in the TESOL field.

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CA‐for‐SLA Studies of Classroom Interaction

Cited by 38 publications

References 83 publications

Provoking Reflective Thinking in Post Observation Conversations

Provoking Reflective Thinking in Post Observation Conversations

Language Learning in Repeated Storytellings

Natural Pedagogy in Second Language Learning and Teaching

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