Discusses potential problems and advantages of assessing grammatical competence from production data from interactional contexts. Argues that regardless of difficulties in assessing grammatical competence in interactional contexts, the types of interactions change with time, as the interlanguage grammar develops. (9 references) (Author/CK)

Presents a microanalysis of a segment of an adult English as a Second Language class in order to illustrate classroom interaction that combines the goals of negotiation among participants and explicit instruction on the formal features of language. The article urges teachers to microanalyze their classroom discourse in order to improve teaching…

Examines code switching occurring during group work in English-as-a-Second-Language classes in Spain in which the learners share a first language. Argues that the discourse produced in this context is layered as the participants oscillate between a literal (off-record) and a nonliteral (on-record) frame. Suggests that the significance of language…

This paper traces the development of a function-based module, TELEFUN, produced to teach telephone English to Francophone public servants in Canada. Telephone discourse is analyzed, and a number of techniques, including Function Frames and Function Dials, are described. (CFM)

Understanding spontaneous speech is a very difficult task for many foreign students. They must be taught to use all the ethnographic cues available to enable them to predict the likely content of a text. They must predict not only the factual content of spoken language but also the interactional structuring. (Author/CFM)