Review of Social Interaction and L2 Classroom Discourse

Maria Vanessa aus der Wieschen

Abstract


Social Interaction and L2 Classroom Discourse investigates interactional practices in L2 classrooms. Using Conversation Analysis, the book unveils the processes underlying the co-construction of mutual understanding in potential interactional troubles in L2 classrooms such as claims of insufficient knowledge (as previously described by Sert 2011) and their resolutions. Sert defines L2 as an umbrella term that stands for a(n) second/foreign/additional language used in an instructed language learning setting (p.1) and throughout his book he uses a diverse dataset, ranging from language taster sessions over foreign language classrooms in monolingual contexts to English as an Additional Language settings in a multilingual context. This variety of settings allows him to examine a range of verbal and non-verbal features of classroom interaction, for example how code-switching is used in multilingual settings, and what the role of multimodal (such as gestures and gaze) and epistemic (for instance claims of insufficient knowledge and epistemic status checks) resources employed by students and teachers is. The book is structured in three sections: survey (Chapters 2 and 3), analysis (Chapters 4-6), and application (Chapters 7 and 8). A central focus throughout the entire book is classroom interactional competence and its influence on language learning.


Full Text:

PDF

References


Balaman, U. (2015). Collaborative Construction of Online L2 Task Accomplishment through Epistemic Progression. Procedia-Social and Behavioral Sciences, 199, pp. 604-612.

Eskildsen, S. W., & Wagner, J. (2013). Recurring and shared gestures in the L2 classroom: resources for teaching and learning. European Journal of Applied Linguistics, 1(1), 139-161.

Kasper, G., & Wagner, J. (2011). A conversation-analytic approach to second language acquisition. In D. Atkinson (Ed.), Alternative approaches to second language acquisition (pp. 117-142). London: Routledge.

Mann, S., & Walsh, S. (2013). RP or RIP: a critical perspective on reflective practice. Applied Linguistics Review, 4(2), 291-315.

Seedhouse, P., & Walsh, S. (2010). Learning a second language through classroom interaction. In P. Seedhouse, S. Walsh, & C. Jenks (Eds.), Conceptualising learning in applied linguistics (pp. 127-146). Basingstoke: Palgrave Macmillan.

Sert, O. (2011). A micro-analytic investigation of claims of insufficient knowledge in EAL classrooms. PhD Thesis. Newcastle University, UK.

Sert, O. (2013a). Epistemic status check as an interactional phenomenon in instructed learning settings. Journal of Pragmatics, 45(1), pp. 13-28.

Sert, O. (2013b). (Un)willingness to participate as participants' concern: reconsidering research on motivation in applied linguistics. Paper presented at the American Association for Applied Linguistics 2013 Conference, Dallas, TX.

stnel, E., & Seedhouse, P. (2005). Why that, in that language, right now? Code-switching and pedagocical focus. International Journal of Applied Linguistics, 15(3), 302-325.

Walsh, S. (2002). Construction or obstruction: teacher talk and leaner involvement in the EFL classroom. Language Teaching Research, 6(1), 3-23.

Walsh, S. (2003). Developing interactional awareness in the second language classroom through teacher self-evaluation. Language Awareness, 12(2), 124-142.

Walsh, S. (2006). Investigating classroom discourse. New York: Routledge.

Walsh, S. (2011). Exploring classroom discourse: Language in action. London: Routledge.

Walsh, S. (2012). Conceptualising classroom interactional competence. Novitas-ROYAL (Research on Youth and Language), 6(1), 1-14.

Walsh, S., & Li, L. (2013). Conversations as space for learning. International Journal of Applied Linguistics, 23(2), 247-266.


Refbacks

  • There are currently no refbacks.


 Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

 

Eurasian Journal of Applied Linguistics

ISSN 2149­-1135
Copyright © Eurasian Journal of Applied Linguistics

Ejal Editorial | Create Your Badge

To make sure that you can receive messages from us, please add the 'ejal.eu' domain to your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders.