This article reports on how, against a background of relatively stable patterns of second language negation, a Japanese-speaking adult learning English made use of a negative formula, "I don't know," and how, in and through interaction, analyzed it into its component parts and began using "don't" more productively.…

This research investigates the usefulness of two major types of interactional feedback (elicitation and reformulation) in dyadic interaction. The focus is on the different ways in which each feedback type is provided and their relationship with learner repair. The participants were 42 adult intermediate English as a second language learners and…

Reviews the relationship between pedagogy and interaction by analyzing extracts from second-language (L2) classrooms using a conversation analysis methodology. Points out that the relationship between the two is necessarily reflexive and concludes that it would be preferable for pedagogical recommendations to harmonize with the interactional…