Classroom-based Conversation Analytic Research: Theoretical and Applied Perspectives on Pedagogy (Educational Linguistics, 46, Band 46) - Softcover

Buch 49 von 55: Educational Linguistics
 
9783030521950: Classroom-based Conversation Analytic Research: Theoretical and Applied Perspectives on Pedagogy (Educational Linguistics, 46, Band 46)
Softcover
ISBN 10: 3030521958 ISBN 13: 9783030521950
Verlag: Springer, 2022

Inhaltsangabe

This book presents an international range of conversation analytic (CA) studies of classroom interaction which all discuss their empirical findings in terms of their theoretical and methodological contribution to the field of second language studies and their potential pedagogical relevance. The volume is thus unique in its focus on the theoretical and practical insights of CA classroom-based research and on the impact that such insights might have at the pedagogical level, from teaching to testing to teacher education. Given the growing interest in the pedagogical applicability of CA research, this book is a timely addition to the existing literature. 

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Über die Autorin bzw. den Autor

Silvia Kunitz is Senior Lecturer in English at the Department of Language, Literature and Intercultural Studies at Karlstad University (Sweden). She completed her PhD in applied linguistics at the University of Illinois at Urbana-Champaign (USA) in 2013. In her research, she relies on conversation analysis to explore how teaching and learning are accomplished as socially situated activities. She has recently co-edited the volume Teaching and Testing L2 Interactional Competence: Bridging Theory and Practice (2019, Routledge) with Rafael Salaberry. She is one of the associate editors of Classroom Discourse. She has also worked as a language teacher in Italy and the US and has been involved in teacher education, both at the pre-service and in-service levels in the US and Sweden.


Numa Markee is an Emeritus Associate Professor of Linguistics at the University of Illinois at Urbana-Champaign (USA). His main research interests include the management of curricular innovation (see Managing Curricular Innovation, 1997, Cambridge University Press) and the use of conversation analysis as a tool for analyzing second language classroom talk and acquisition (see Conversation Analysis, 2000, Lawrence Erlbaum). His most important recent publications are The Handbook of Classroom Discourse and Interaction (2015, Wiley Blackwell) and Conversation Analysis and Language Alternation (2018, John Benjamins, co-edited with Anna Filipi). He is also one of the associate editors of Classroom Discourse. In addition, he has carried out consultancies on EFL curriculum design and implementation as an English Language Specialist for the US State Department in Chile, Brazil, Nepal, India, Thailand and Laos, and has taught ESL/EFL/ESP in the US, the UK, Switzerland, Mexico, Algeria and the Sudan.

Olcay Sert is an Associate Professor of TESOL and Applied Linguistics at Mälardalen University (Sweden). His research dealswith classroom discourse, L2 interaction, and language teacher education. His book Social Interaction and L2 Classroom Discourse (Edinburgh University Press, 2015) was shortlisted for the British Association for Applied Linguistics (BAAL) Book Prize in 2016 and was a finalist for the American Association for Applied Linguistics (AAAL) first book award in 2017. He is leading the Mälardalen INteraction & Didactics (MIND) Research Group and is the editor of Classroom Discourse. He has also worked as a language teacher in Turkey and the UK and has been actively involved in teacher education in Turkey and Sweden.


Von der hinteren Coverseite

This book presents an international range of conversation analytic (CA) studies of classroom interaction which all discuss their empirical findings in terms of their theoretical and methodological contribution to the field of second language studies and their potential pedagogical relevance. The volume is thus unique in its focus on the theoretical and practical insights of CA classroom-based research and on the impact that such insights might have at the pedagogical level, from teaching to testing to teacher education. Given the growing interest in the pedagogical applicability of CA research, this book is a timely addition to the existing literature. 

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Verlag
Springer
Erscheinungsdatum
2022
Sprache
Englisch
ISBN 10 
3030521958
ISBN 13 
9783030521950
Einband
Taschenbuch
Auflage
1
Anzahl der Seiten
436
Herausgeber
Kunitz Silvia, Markee Numa, Sert Olcay
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