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This paper outlines a practical approach for professional language teachers in secondary and adultlearning contexts to enhance their reflective teaching practices through conversation analysis-based action research. Conversation analysis (CA) can provide English as a foreign or second language (EFL/ESL) teachers with insights into not only classroom-discourse dynamics but also the language-learning processes of their learners. As exposure to CA becomes increasingly common in language teacher education programs, there is an opportunity to integrate CA with the broader curricular trends in teacher development and reflection. Action research is widely taught in such programs as its goal is to enhance teacher-awareness and lead to improved classroom practices. The paper will provide a framework for teachers to follow that is coherent, achievable, and above all, practical. Practicing ESL/EFL teachers present examples of their own classroom-based, CA action research from Japan, Thailand and the U.S. conducted with the aim of improving their own pedagogical awareness and situated classroom practices.

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A comprehensive battery of perceptual tests was administered prior to and approximately 4 hr. after 7 days of perceptual deprivation. There were 8 non-deprived and 8 deprived male is. Completely negative results were obtained. Methodological considerations pertinent to the findings are discussed.