A substantial portion of second language acquisition research focuses on interactional practices in which nonnative speakers (NNSs) engage. From various theoretical viewpoints, it is assumed that certain types of interactional practices, specifically those in which participants focus on linguistic form, may promote language learning. The question of whether, and under which conditions, such sequences can be seen as providing the NNS with language learning opportunities, is considered in a purely data-driven way, applying conversation analysis (CA) as a method. The article considers one specific type of interactional practice, "word search" sequences, and opportunities for language learning that they may provide for NNSs on the basis of naturally occurring interactions between native speakers of Danish and Dutch speakers of Danish. It is argued that in order to distinguish between "language learning opportunities" and other types of interactional practices, the researcher needs to analyze the data in detail.

This article contributes to the discussion of how second language learning can be studied in a conversation analytic framework. Conversation analysis (CA) as a field has demonstrated how meticulous analysis can shed light on how talk-in-interaction works. In recent years CA has been applied to a number of areas of inquiry, including interactions in second languages. So far, CA researchers have mainly studied second language use, while a systematic approach of how to study the process of second language learning still needs to be developed. To this end, we propose methodological procedures for the study of second language learning by bringing together two frameworks: CA and the theory of situated learning. As an empirical basis, this entails a systematic gathering of longitudinal data consisting of naturally occurring interactions, and analytic procedures managing the longitudinal character of the data,in particular the issue of interactants’ change in conduct over time.

Outcomes of aphasia therapy in Denmark are documented in evaluation sessions in which both the person with aphasia and the speech-language therapist take part. The participants negotiate agreements on the results of therapy. By means of conversation analysis, we study how such agreements on therapy outcome are reached interactionally. The sequential analysis of 34 video recordings focuses on a recurrent method for reaching agreements in these outcome evaluation sessions. In and through a special sequence of conversational assessment it is claimed that the person with aphasia has certain communicative skills. Such claims are systematically substantiated by invoking examples of the person with aphasia performing this skill either outside or inside the therapeutic setting. Substantiation can be seen as a form of validation of the claim and thereby a basis is set for agreement. The findings suggest that in this type of evaluation the requirements of producing a valid account in which the person with aphasia has been heard are being met.

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The use of the concepts and methodology of conversation analysis (CA) for second language (L2) studies has been argued widely (Firth &Wagner, 1997, 2007; Markee, 2000; Kasper, 2006; Kasper &Wagner, 2011). However, when CA and second language acquisition (SLA) are brought together, compromises need to be made and the methodology needs to be made explicit. Hellermann (2006) describes his study as a microethnographic longitudinal case study, using methods from CA . Such carefully deployed terminology indicates that there are issues at stake in the ways in which CA is applied to L2 studies.