Huth2011
| Huth2011 | |
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| BibType | ARTICLE |
| Key | Huth2011 |
| Author(s) | Thorsten Huth |
| Title | Conversation analysis and language classroom discourse |
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| Tag(s) | EMCA, Conversation Analysis, Language classroom |
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| Year | 2011 |
| Language | English |
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| Journal | Language and Linguistics Compass |
| Volume | 5 |
| Number | 5 |
| Pages | 297–309 |
| URL | Link |
| DOI | 10.1111/j.1749-818x.2011.00277.x |
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Abstract
Language classrooms are educational settings in which face-to-face talk is viewed as the pivotal factor driving its major functions and goals. Conversation analysis (CA) has increasingly been applied to the analysis of language classroom discourse in pursuit of studies that may further our understanding of what language teachers and learners actually ‘do’ interactionally. This article provides an introduction to the larger strands of CA research in this vein, focusing on language classroom discourse in the context of and beyond tasks, repair and feedback, identity and code switching, and language development.
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