What is it about?
In the main part of this article, a general overview of main topics and studies of L2 classroom interaction within CA is provided. According to Gardner (2013) there are two main strands of CA research on classroom interactions：work that investigates interactional practices of classroom talk and work that attempts to investigate learning and knowledge transmission through talk.
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Why is it important?
Since the late 1990s, a considerable amount of research has emerged through the use of CA’s tools to analyze interaction in the L2 classroom. The purpose of our examination of conversation analytic approach to classroom research is not so much to show the achievements of conversation analytic approach to classroom research as to call for adopting conversation analytic approach in Chinese as a second/foreign language classroom research.
Perspectives
I hope this article makes more scholars adopt conversation analytic approach in Chinese as a second/foreign language classroom research.
aleck Kiu
Tongji University
Read the Original
This page is a summary of: 会话分析路向的课堂研究, Chinese as a Second Language Research, October 2018, De Gruyter,
DOI: 10.1515/caslar-2018-0012.
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