Difference between revisions of "Seedhouse1997"
PaultenHave (talk | contribs) (Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Paul Seedhouse; |Title=The Case of the Missing ‘No’: The Relationship between Pedagogy and Interaction |Tag(s)=EMCA; Language educat...") |
AndreiKorbut (talk | contribs) |
||
Line 11: | Line 11: | ||
|Number=3 | |Number=3 | ||
|Pages=547–583 | |Pages=547–583 | ||
+ | |URL=https://onlinelibrary.wiley.com/doi/abs/10.1111/0023-8333.00019 | ||
|DOI=10.1111/0023-8333.00019 | |DOI=10.1111/0023-8333.00019 | ||
− | |Abstract=This article reviews the relationship between pedagogy and interaction by analysing numerous extracts from Second Language (L2) classroom lessons using a Conversation | + | |Abstract=This article reviews the relationship between pedagogy and interaction by analysing numerous extracts from Second Language (L2) classroom lessons using a Conversation Analysis (CA) methodology. The particular case examined involves the preference organisation of repair in form and accuracy contexts. In general, pedagogical recommendations tend to assume that the L2 classroom does not have an interactional structure of its own. However, in the particular case here, the pedagogical message works in direct opposition to the interactional message. The relationship between pedagogy and interaction is necessarily reflexive; I conclude that it would be preferable for pedagogical recommendations to work in harmony with the interactional organisation of the L2 classroom, rather than in opposition to it. |
− | Analysis (CA) methodology. The particular case examined involves the preference organisation of repair in form and accuracy contexts. In general, pedagogical | ||
− | |||
}} | }} |
Latest revision as of 03:09, 20 October 2019
Seedhouse1997 | |
---|---|
BibType | ARTICLE |
Key | Seedhouse1997 |
Author(s) | Paul Seedhouse |
Title | The Case of the Missing ‘No’: The Relationship between Pedagogy and Interaction |
Editor(s) | |
Tag(s) | EMCA, Language education, Pedagogy, L2 classroom interaction |
Publisher | |
Year | 1997 |
Language | English |
City | |
Month | |
Journal | Language Learning |
Volume | 47 |
Number | 3 |
Pages | 547–583 |
URL | Link |
DOI | 10.1111/0023-8333.00019 |
ISBN | |
Organization | |
Institution | |
School | |
Type | |
Edition | |
Series | |
Howpublished | |
Book title | |
Chapter |
Abstract
This article reviews the relationship between pedagogy and interaction by analysing numerous extracts from Second Language (L2) classroom lessons using a Conversation Analysis (CA) methodology. The particular case examined involves the preference organisation of repair in form and accuracy contexts. In general, pedagogical recommendations tend to assume that the L2 classroom does not have an interactional structure of its own. However, in the particular case here, the pedagogical message works in direct opposition to the interactional message. The relationship between pedagogy and interaction is necessarily reflexive; I conclude that it would be preferable for pedagogical recommendations to work in harmony with the interactional organisation of the L2 classroom, rather than in opposition to it.
Notes