Seedhouse2015

From emcawiki
Jump to: navigation, search
Seedhouse2015
BibType INCOLLECTION
Key Seedhouse2015
Author(s) Paul Seedhouse
Title L2 classroom interaction as a complex adaptive system
Editor(s) Numa Markee
Tag(s) EMCA, Classroom, Second language acquisition
Publisher Wiley Blackwell
Year 2015
Language English
City Hoboken
Month
Journal
Volume
Number
Pages 373–389
URL Link
DOI 10.1002/9781118531242.ch22
ISBN
Organization
Institution
School
Type
Edition
Series
Howpublished
Book title The Handbook of Classroom Discourse and Interaction
Chapter 22

Download BibTex

Abstract

The aim of this chapter is to show how conversation analysis (CA) and complexity theory can be applied in a complementary way to reveal how L2 classroom interaction operates as a system. CA aims to uncover the system underlying individual instances of interaction, whilst complexity theory can conceptualize the characteristics and functioning of holistic systems. The chapter starts by explaining the characteristics of complex adaptive systems. An outline of the interactional architecture of the language classroom is then presented. The overall organization of L2 classroom interaction is presented in relation to the concept of the rational design of institutional interaction. The basic sequence organization of L2 classroom interaction is identified as well as an emic methodology for its analysis. The chapter then examines the extent to which classroom interaction has the characteristics of a complex adaptive system. The IRF pattern is selected for particular examination as it is the best‐known pattern in this setting. The chapter introduces three recent developments which present challenges for all approaches to classroom interaction: a) technology‐mediated learning environments; b) multimodality and the difficulty of integrating non‐verbal behavior into our analyses of interaction; c) the extent to which classroom interaction may be analyzed and understood as a complex adaptive system.

Notes