Conceptual Changes and Methodological Challenges: On Language and Learning from a Conversation Analytic Perspective on SLA

Abstract

The last two decades have been witness to the increasing influence, across several disciplines in the human sciences, of research that challenges established conceptions of learning and of language. Within socioculturally and socio-interactionally oriented research, attention has shifted away from an understanding of language learning/acquisition as an intra-psychological, cognitive process enclosed in the mind of the individual, toward a concern with how learning is anchored and configured in and through the social practices the learner engages in. This rethinking has partially gone hand-in-hand with a reconceptualisation of language: usage-based approaches to language have refuted a static, context-independent notion of linguistic knowledge, insisting on its adaptative, dynamic character. These reconceptualisations broaden the scope of thinking about language and learning, and open new possibilities for how we go about documenting learning.Within the field of SLA, conversation analytic research has played a major role in these developments. Ethnomethodological conversation analysis (CA) provides a conceptual and analytic apparatus that has been put to use in an important body of empirical studies across the last two decades, helping us to understand the detailed unfolding of L2 communicative practices and learning activities. Also, CA work on SLA (henceforward: CA-SLA) has provided important impulses

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