Kunitz2026
| Kunitz2026 | |
|---|---|
| BibType | INCOLLECTION |
| Key | Kunitz2026 |
| Author(s) | Silvia Kunitz, Olcay Sert |
| Title | CA and classroom discourse |
| Editor(s) | Matthew Burdelski, Tim Greer |
| Tag(s) | EMCA, Classroom Interaction |
| Publisher | Routledge |
| Year | 2026 |
| Language | English |
| City | London |
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| Pages | 296–313 |
| URL | Link |
| DOI | 10.4324/9781032720852-21 |
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| Howpublished | |
| Book title | The Routledge Handbook of Conversation Analysis |
| Chapter | |
Abstract
This chapter introduces the most prominent lines of conversation analysis (CA) research on face-to-face interaction in second language classrooms. The first part of the chapter focuses on teacher-student interaction and illustrates examples of classroom interactional competence; that is, the ability to maximize learning opportunities (e.g., by asking follow-up questions, opening up slots for self-correction). The second part focuses on student-student interactions and shows how students interpret and observably implement class assignments. The analysis of student-student interactions also highlights the students’ interactional competence; that is, their ability to accomplish social actions (e.g., proposing an idea and dis/agreeing) with the semiotic resources at their disposal. Overall, the chapter presents CA as a powerful tool for describing how teachers and students achieve the institutional goals of teaching and learning through interaction.
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