This book offers a close investigation of interactional practices in L2 classrooms, and provides a deeper appreciation of the processes involved in the co-construction of understanding and knowledge in settings for instructed language learning.
Using Conversation Analysis, and referring to epistemic, multimodal, and multilingual resources, Olcay Sert closely examines the verbal and nonverbal features of teacher-student interaction; for example, gaze, gestures and orientations to classroom artefacts. With an emphasis on the multimodal and multilingual resources, this is one of the first studies to comprehensively address these issues in L2 classrooms with a clear theoretical and practical underpinning, and is an essential study for researchers and postgraduate students in TESOL and Applied Linguistics.
Studies in Social Interaction publishes research monographs that place social interaction at the centre of discussion. Each volume presents a clear overview of the work which has been done in a particular context, provides examples of how data can be approached and used to uncover social-interaction themes and issues, and explores how research in social interaction can feed into better understanding of professional practices and develop new research agendas.
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Olcay Sert is Assistant Professor of Applied Linguistics at Hacettepe University and is the director of the HUMAN (Hacettepe University Micro-Analysis Network) Research Centre. His main research approach is Conversation Analysis and deals primarily with classroom discourse, interactional competence, and language teacher education.
Back cover endorsement by Numa Markee
Sert's must read book introduces conversation analysis to readers whoare notfamiliar with the power of this methodology, whilesimultaneouslyproviding a detailed theoretical discussion of cuttingedge issues in the field. And his contributions to understanding teacher education as adata driven enterprise are both provocative andenlightening.
Professor Numa Markee, University of Illinois Urbana-Champaign
"Sert successfully shows how CA findings can provide a deeperunderstanding of classroom interaction, show evidence of the development of CIC inpractice, inform teacher-training programs, and potentiallyinfluenceeducational policy."
(Lauren Carpenter, Teachers College, Columbia University)
With the diverse instructed language learning settings investigated anditsstrong focus on practical implications for language teaching andlanguage teacher education, I can definitely recommend Sert's book toanyoneinterested in classroom research, teacher education, languagelearning,and social interaction - researchers and practitioners alike".
Maria Vanessa aus der Wieschen (University of Southern Denmark)
By combining research and practice, this book is a comprehensive resource for
in-service L2 teacher development projects and L2 language teacher education
programs. Teacher educators could adopt examples and transcripts of excerpts
along with visual phenomena from the book for analysis, discussion, and
reflection with pre-service teachers to enable understanding of L2 learning in
various contexts. The discussion of research ethics in Chapter 9, the detailed
analyses in Chapters 4-6, and the CA orientation, make this book invaluable
for qualitative research, CA, and/ or SLA courses.
Andrea Lypka, University of South Florida
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