Difference between revisions of "Seedhouse2004"
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|Tag(s)=EMCA; Language classroom; Applied Conversation Analysis | |Tag(s)=EMCA; Language classroom; Applied Conversation Analysis | ||
|Key=Seedhouse2004 | |Key=Seedhouse2004 | ||
| − | |Publisher= | + | |Publisher=Blackwell |
|Year=2004 | |Year=2004 | ||
|Language=English | |Language=English | ||
| + | |Address=Malden, MA | ||
|URL=https://www.wiley.com/en-us/The+Interactional+Architecture+of+the+Language+Classroom%3A+A+Conversation+Analysis+Perspective-p-9781405120098 | |URL=https://www.wiley.com/en-us/The+Interactional+Architecture+of+the+Language+Classroom%3A+A+Conversation+Analysis+Perspective-p-9781405120098 | ||
| − | |Abstract= | + | |Note=Winner of the MLA Kenneth W. Mildenberger Prize 2005 |
| + | |Abstract=This 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. | ||
}} | }} | ||
Latest revision as of 12:54, 31 October 2019
| Seedhouse2004 | |
|---|---|
| BibType | BOOK |
| Key | Seedhouse2004 |
| Author(s) | Paul Seedhouse |
| Title | The Interactional Architecture of the Language Classroom: A Conversation Analysis Perspective |
| Editor(s) | |
| Tag(s) | EMCA, Language classroom, Applied Conversation Analysis |
| Publisher | Blackwell |
| Year | 2004 |
| Language | English |
| City | Malden, MA |
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| URL | Link |
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Abstract
This 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.
Notes
Winner of the MLA Kenneth W. Mildenberger Prize 2005
