This study demonstrates how conversation analysis can illuminate the interactional practices through which the Present-Attention-Co-construction-Extension (PACE) approach to grammar instruction, which involves a guided, inductive co-construction of grammar rules with learners, is realized in the classroom. The data consist of three whole-class…

Taking a psycholinguistic orientation within task-based language teaching scholarship, this study investigated the effects of mode (oral vs. written) and task complexity on second language (L2) performance. The participants were 78 Catalan/Spanish learners of English as a foreign language. Half of the participants performed the simple and complex…

Informed and inspired by neo-Vygotskian theory, this article outlines a study exploiting a contemporary conceptualization of Wells's (2002) joint activity system model as an exploratory framework for examining and depicting the social-cultural-historical contradictions in second-language (L2) learners' joint activity. The participants were a pair…

In this chapter, the focus of attention moves from the contexts described in chapter 3 to the verbal, nonverbal, and interactional resources that participants employ in discursive practices. These resources are discussed within the frame of participation status and participation framework proposed by Goffman. Verbal resources employed by…

This chapter begins with the statement that all talk happens somewhere, somehow, at some time and is produced by somebody for some purpose, and the approach that practice theorists have taken is that talk and its context are inseparable. The challenges that face an analyst of practice are then to describe the context, describe the talk, and…

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…

Reaction of the target language speaker to the second language learner's errors may play an important role in developing awareness of norms of correctness. A model for corrective feedback has been developed. Its use helps isolate ambiguities, highlights features of corrective interaction effective in eliciting correct performance. (CHK)

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…