The What and How of English Language Teaching: Conversation Analysis Perspectives

Waring, Hansun Zhang

doi:10.1007/978-3-030-02899-2_54

Cited by 6 publications

(1 citation statement)

References 67 publications

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“…Further, it should be noted that recent empirical studies have advanced the application of CAinformed pedagogy in learning resources and curricula (Barraja-Rohan, 2011;Kunitz & Yeh, 2019;Waring, 2019), indicating a firm direction for the types of interactional resources needed to promote spoken interaction. These require clearly presented learning objectives and self-discovery activities, "a helpful heuristic for thinking about what they need to do with English" (Hourdequin, 2017, p. 1), highlighting cross-culturally different rules of interaction.…”

Section: Ca-informed Pedagogical Perspectives Proposed In Scholarly P...mentioning

confidence: 99%

The mediative role of learning materials: Raising L2 learners’ awareness of silence and conversational repair during L2 interaction

Harumi

2023

J. Silenc. Stud. Educ.

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This conceptual article explores the role of pedagogical mediation in raising Japanese English as a foreign language (EFL) learners’ awareness of cross-culturally diverse roles of silence and conversational repair strategies during turn-taking in second language (L2) interaction as seen from an interactional perspective. This study delves into the nexus of scholarly and pedagogical perspectives, accommodating Japanese EFL learners’ interactional needs to self-mediate own silence as an interactional resource by using repair strategies in L2 interaction. It specifically examines the pedagogical approaches reflected in English language teaching (ELT) materials designed for Japanese EFL learners, aiming to raise awareness of multi-faceted use of silence and repair as a part of cross-culturally invisible turn-taking practices from three perspectives: (1) pedagogical approaches involving silence in L2 interaction in scholarly articles, (2) learning materials produced specifically for Japanese EFL learners and (3) Japanese EFL learners’ perspectives on Conversation Analysis-informed learning resources identified in empirical studies. Drawing on this analysis, this study aims to deepen our understanding of current practices and bridge the gap between theory and practice to facilitate L2 learners’ interactional repertoires through material development informed by a holistic perspective.

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Section: Ca-informed Pedagogical Perspectives Proposed In Scholarly P...mentioning

confidence: 99%

The mediative role of learning materials: Raising L2 learners’ awareness of silence and conversational repair during L2 interaction

Harumi

2023

J. Silenc. Stud. Educ.

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show abstract

Conversation Analysis inTESOL

Sert

2022

Research Methods in Language Teaching and Learning

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Using Syntactically Incomplete Structures and Visual Signs to Elicit Students’ Knowledge Display in CSL Classrooms: A Multimodal Perspective

Wang,

2024

Multilingual Education

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The What and How of English Language Teaching: Conversation Analysis Perspectives

Cited by 6 publications

References 67 publications

The mediative role of learning materials: Raising L2 learners’ awareness of silence and conversational repair during L2 interaction

The mediative role of learning materials: Raising L2 learners’ awareness of silence and conversational repair during L2 interaction

Conversation Analysis inTESOL

Using Syntactically Incomplete Structures and Visual Signs to Elicit Students’ Knowledge Display in CSL Classrooms: A Multimodal Perspective

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