Conversation Analysis in Language Teacher Education: An Approach for Reflection Through Action Research

Hale, Chris Carl; Nanni, Alexander; Hooper, Daniel

doi:10.16986/huje.2018038796

Cited by 13 publications

(7 citation statements)

References 7 publications

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“…As Takeda (2013) found that conducting CA will be beneficial for English language teachers to understand their students and interactional issues in the classroom. His finding was supported by Hale et al (2018) who found that CA can provide teachers with a powerful analytic lens to view language use in their classrooms-both their own language use, and that of their students-in order to make pedagogical changes that can enhance learning.…”

Section: Introductionmentioning

confidence: 94%

What Do People Do to Sustain a Conversation: Analysis of the Features and the Speech Function of a Casual Conversation

Sari¹,

Sari²

2020

IEFLJ

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Conversation Analysis (CA) has a great implication in the second or foreign language teaching and learning. This study was aimed to analyse a casual conversation, to identify what people do to sustain a conversation. The conversation, which lasted for 20 minutes and involved three speakers, was transcribed verbatim. Several features of the spoken text are analysed: spontaneity, interactivity, interpersonal features, coherence features, negotiation of meaning, and speech function. The result of the analysis showed that there are several strategies used by the speakers: time-gaining strategies (filled pauses; frequent use of conjunctions: and, but, so); using chunks and producing one clause or phrase in small �runs�; self-monitoring strategies (repetition, backtracking), and interactional strategies (backchanneling, showing amusement by laughing or chuckling, using certain discourse markers, hedges, vague language, showing empathy by completing and repeating each other�s utterances). The speakers also negotiate interpersonally and logico-semantically to keep the conversation going on. The equal number of rejoinders that each speaker produces indicates that they are willing to support each other to sustain the conversation. This study implies that when teaching speaking, English teachers should include communication strategies to achieve the goals of communication.Keywords: casual conversation; negotiation of meaning; speech function; strategies.

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Section: Introductionmentioning

confidence: 94%

What Do People Do to Sustain a Conversation: Analysis of the Features and the Speech Function of a Casual Conversation

Sari¹,

Sari²

2020

IEFLJ

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“…Most researches on the theme of CA in classroom discourse were done in language learning classrooms especially in second-language and foreign-language classrooms, like the studies mentioned above (Hale et al, 2018). However, with too many researches regarding SLA, they are criticised to be narrowly focusing on grammatical competence (Sidnell & Stivers, 2012).…”

Section: Literature Reviewmentioning

confidence: 99%

Classroom Discourse as Institutional Interaction: From the Perspective of Conversation Analysis

Zulkifly¹,

Omar²,

Muda³

et al. 2021

revistageintec

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In this study, classroom discourse is chosen as the subject to be analysed in terms of the basic structures of conversation analysis (CA) which are turn-taking organisation, sequence organisation, repair and action formation, as developed principally by Harvey Sacks, Emanuel Schegloff and Gail Jefferson. As a form of educational talk, classroom interaction should be scrutinised not only in a conversational perspective, but also from an institutional view. Many controversies and debates regarding this particular discourse are present from the conversation analytic point of view, indicating that it is indeed an important subject that need extended studies on. This study analyses learner-learner interaction in task-oriented, learner-centred classrooms, instead of traditional classroom interaction, from the conversation analytic perspective. It helps expanding the research on this subject to a new focus, which is modern classroom interaction.

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“…Reflexive practices have enjoyed wide acceptance in language teaching and education for quite some time and have been institutionalized at different levels to varying degrees of success. As Hale, Nanni, and Hooper (2018) and Ghafarpour (2017) have shown, close analyses of the way we talk and interact offer us detailed insights into our practices as teachers and educators and thus can initiate reflection and, if necessary, change. Here, reflection was initiated by the analysis of data that stem from a two-day workshop for German L2 researchers and university educators in West Africa.…”

Section: Discourse Analysis As a Starting Point For Reflexive Practicementioning

confidence: 99%

Navigating complexities, exploiting shortcuts: Talking about culture as researchers and university educators

Rellstab

2021

JPHE

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Simplistic understandings of culture as ‘national culture’ and of the relation between language, identity, and culture, have been criticized for quite some time. Today, many teachers in higher education have developed a critical awareness of the complexities of culture and interculturality, and many would no longer subscribe to a simplistic understanding of culture as ‘national culture’. Yet despite this awareness, ‘national cultural’ parlance has not disappeared. Drawing on videotaped interactions among researchers and university educators of German as a Foreign Language during a workshop in West Africa, I demonstrate how we as researchers and university educators navigate complexities when discussing ‘culture’ and when, how, and why we, then and again, revert to simplistic concepts of culture in our talk. Analyzing the practices and ‘common sense resources’ we deploy and the discourses we thereby mediate provides insights into how we configure understandings of culture in action and points at problems in the ways we talk.

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Conversation Analysis in Language Teacher Education: An Approach for Reflection Through Action Research

Cited by 13 publications

References 7 publications

What Do People Do to Sustain a Conversation: Analysis of the Features and the Speech Function of a Casual Conversation

What Do People Do to Sustain a Conversation: Analysis of the Features and the Speech Function of a Casual Conversation

Classroom Discourse as Institutional Interaction: From the Perspective of Conversation Analysis

Navigating complexities, exploiting shortcuts: Talking about culture as researchers and university educators

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