The Interactional Architecture of the

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.

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.

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

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The Interactional Architecture of the Language Classroom A Conversation Analysis Perspective

Summary

Author Biography

Table of Contents

Supplemental Materials

FREE SHIPPING

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The Interactional Architecture of the Language Classroom A Conversation Analysis Perspective

Summary

Author Biography

Table of Contents

Supplemental Materials

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