This study aims to investigate the interactional organization of English teachers' acknowledgment followed by type-specific questions. Shaping learners' contributions via acknowledgment and type-specific questions is argued to be a part of Classroom Interactional Competence as the 5th skill in language teaching. Hence, this two-step move is…

Seedhouse (2004) suggested that L2 classroom interaction can be understood in terms of sub-varieties or L2 classroom contexts. These are the 'interfaces' between pedagogy and interaction in which a particular pedagogical focus combines with a particular organisation of the interaction. However, Conversation Analysis does not see such organisations…

This short, introductory paper presents an up-to-date account of works within the field of Applied Linguistics which have been influenced by a Conversation Analytic paradigm. The article reviews recent studies in classroom interaction, materials development, proficiency assessment and language teacher education. We believe that the publication of…

Based on a database of lesson extracts, this article attempts to characterize task-based interaction in the second-language classroom as a variety, discusses its pedagogical and interactional advantages and disadvantages, and considers what kinds of learning it might be promoting. (Author/VWL)

Presents reasons why the development of a methodology for the description, analysis, and evaluation of second-language classroom interaction would be desirable. L2 classroom interaction is unique in that linguistic forms are the goal as well as the vehicle of instruction, and the linguistic patterns of interaction produced by learners are linked…

Proposes that different contexts occur in second-language (L2) classrooms and that repair is organized differently within each context. Suggests that within each context a particular pedagogical focus combines with a particular organization of repair that is appropriate to that focus. The organization of repair within each context is sketched and…

A framework for analyzing and evaluating classroom interaction is proposed that links the social and psychological purposes underlying the communication with resultant discourse in terms of patterns of interaction. (76 references) (JL)

Examines the idea that one goal of English language teaching should be to replicate "natural" rather than "traditional" classroom communication. The article argues that this goal is unattainable and that it would be more satisfactory to take an institutional discourse approach, where classroom discourse is regarded as an institutional variety of…

Proposes a framework for computer assisted language learning that takes the target interaction as its starting point. To ascertain the practical usefulness of the framework, classroom research was carried out and the interaction was evaluated. (33 references) (CK)