Difference between revisions of "Seedhouse2015"
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{{BibEntry | {{BibEntry | ||
|BibType=INCOLLECTION | |BibType=INCOLLECTION | ||
| − | |Author(s)=Paul Seedhouse; | + | |Author(s)=Paul Seedhouse; |
| − | |Title=L2 | + | |Title=L2 classroom interaction as a complex adaptive system |
| − | |Editor(s)=Numa Markee; | + | |Editor(s)=Numa Markee; |
| − | |Tag(s)=EMCA; Classroom; Second language acquisition; | + | |Tag(s)=EMCA; Classroom; Second language acquisition; |
|Key=Seedhouse2015 | |Key=Seedhouse2015 | ||
| + | |Publisher=Wiley Blackwell | ||
|Year=2015 | |Year=2015 | ||
| + | |Language=English | ||
|Chapter=22 | |Chapter=22 | ||
| + | |Address=Hoboken | ||
|Booktitle=The Handbook of Classroom Discourse and Interaction | |Booktitle=The Handbook of Classroom Discourse and Interaction | ||
| − | |Pages= | + | |Pages=373–389 |
| + | |URL=https://onlinelibrary.wiley.com/doi/10.1002/9781118531242.ch22 | ||
| + | |DOI=10.1002/9781118531242.ch22 | ||
| + | |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. | ||
}} | }} | ||
Latest revision as of 00:45, 15 December 2019
| 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 |
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
