Journal Article10.1111/J.0026-7902.2004.T01-18-.X
Participant Orientations in German Conversation‐for‐Learning
TL;DR: The authors explored the role of conversation analysis as an approach to second and foreign language learning by examining the initial segment of a dyadic conversation-for-learning conducted between a beginning learner of German as a foreign language and a native speaker of German.
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Abstract: This article explores some roles for conversation analysis (CA) as an approach to second and foreign language learning by examining the initial segment of a Gesprdchsrunde, a dyadic conversation-for-learning conducted between a beginning learner of German as a foreign language and a native speaker of German. The analysis focuses on the situated identities, comprising social membership categories as well as interaction-internal participant statuses that the co-participants made relevant to each other as their interaction unfolded. Although the complementary membership categories of target language novice and expert were demonstrably omnirelevant in the setting, they were predominantly invoked by the novice, and only on particular occasions. In these metalingual exchanges, code switching worked as one device by which the novice requested a target language action format from the language expert. Although the metalingual exchanges stood out for their salient acquisitional potential, microanalytic scrutiny is also required for other kinds of interactional conduct in order to assess their capacity for second language learning.
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Citations
Alternative approaches to second language acquisition
R. Dwight Atkinson
- 01 Mar 2011
TL;DR: Atkinson as discussed by the authors proposed a sococultural approach to second language acquisition, which he called Sociocultural Theory, Second Language Acquisition, and Artificial L2 Development (SLA after the social turn).
Second/foreign language learning as a social accomplishment: elaborations on a reconceptualized SLA
Alan Firth,Johannes Wagner +1 more
TL;DR: In this paper, the authors focus on describing a variety of aspects of learning-in-action, captured in transcripts of recordings of naturally occurring foreign, second, or other language interactions.
485
Second Language Acquisition as Situated Practice: Task Accomplishment in the French Second Language Classroom
TL;DR: This paper investigated how tasks are not only accomplished but also collaboratively (re)organized by learners and teachers, leading to various configurations of classroom talk and structuring specific opportunities for learning.
463
Toward a Learning Behavior Tracking Methodology for CA-for-SLA
TL;DR: This paper developed empirically based analyses of classroom talk that occurs over several days and months to illustrate how a longitudinal learning behavior tracking (LBT) methodology for CA-for-SLA works.
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TL;DR: This article found that pragmatic and discoursal practices become an integral part of language learning from early on because they play a central role in intercultural communication, and mismatches between them have been identified as a key factor in communication breakdowns.
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