Difference between revisions of "Seedhouse2010a"
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|Volume=1 | |Volume=1 | ||
|Number=1 | |Number=1 | ||
| − | |Pages= | + | |Pages=4–24 |
| − | |URL=https://doi | + | |URL=https://www.tandfonline.com/doi/full/10.1080/19463011003750624 |
|DOI=10.1080/19463011003750624 | |DOI=10.1080/19463011003750624 | ||
| − | |Abstract=Complexity theory is becoming established as a conceptual framework that is | + | |Abstract=Complexity theory is becoming established as a conceptual framework that is relevant to many areas of applied linguistics, as well as to many other academic disciplines. This article examines the extent to which spoken interaction has the characteristics of a complex adaptive system. The study commences by introducing complexity theory and its importance in understanding how non‐linear systems of all kinds function. The typical characteristics of complex adaptive systems in the human and natural world are identified. Second‐language classroom interaction is chosen for study as an example of a variety of spoken interaction since it has certain distinctive characteristics and because a description of its architecture already exists. Interaction in this setting is shown to display some characteristic features of a complex adaptive system, which are illustrated through the use of classroom data. The IRF pattern is selected for particular examination as it is the best‐known pattern in this setting. It is concluded that the study of spoken interaction as a system may benefit from the insights of complexity theory. |
| − | relevant to many areas of applied linguistics, as well as to many other academic | ||
| − | disciplines. This article examines the extent to which spoken interaction has the | ||
| − | characteristics of a complex adaptive system. The study commences by introducing | ||
| − | complexity theory and its importance in understanding how | ||
| − | all kinds function. The typical characteristics of complex adaptive systems in the | ||
| − | human and natural world are identified. | ||
| − | chosen for study as an example of a variety of spoken interaction since it has certain | ||
| − | distinctive characteristics and because a description of its architecture already | ||
| − | exists. Interaction in this setting is shown to display some characteristic features | ||
| − | of a complex adaptive system, which are illustrated through the use of classroom | ||
| − | data. The IRF pattern is selected for particular examination as it is the | ||
| − | pattern in this setting. It is concluded that the study of spoken interaction as a | ||
| − | system may benefit from the insights of complexity theory. | ||
}} | }} | ||
Latest revision as of 07:53, 25 November 2019
| Seedhouse2010a | |
|---|---|
| BibType | ARTICLE |
| Key | Seedhouse2010a |
| Author(s) | Paul Seedhouse |
| Title | Locusts, snowflakes and recasts: complexity theory and spoken interaction |
| Editor(s) | |
| Tag(s) | EMCA, complexity theory, classroom interaction, spoken interaction, IRF exchange |
| Publisher | |
| Year | 2010 |
| Language | English |
| City | |
| Month | |
| Journal | Classroom Discourse |
| Volume | 1 |
| Number | 1 |
| Pages | 4–24 |
| URL | Link |
| DOI | 10.1080/19463011003750624 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
Complexity theory is becoming established as a conceptual framework that is relevant to many areas of applied linguistics, as well as to many other academic disciplines. This article examines the extent to which spoken interaction has the characteristics of a complex adaptive system. The study commences by introducing complexity theory and its importance in understanding how non‐linear systems of all kinds function. The typical characteristics of complex adaptive systems in the human and natural world are identified. Second‐language classroom interaction is chosen for study as an example of a variety of spoken interaction since it has certain distinctive characteristics and because a description of its architecture already exists. Interaction in this setting is shown to display some characteristic features of a complex adaptive system, which are illustrated through the use of classroom data. The IRF pattern is selected for particular examination as it is the best‐known pattern in this setting. It is concluded that the study of spoken interaction as a system may benefit from the insights of complexity theory.
Notes
