Difference between revisions of "Waring2016a"
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|Tag(s)=EMCA; Applied Linguistics; Language Learning; Language teaching | |Tag(s)=EMCA; Applied Linguistics; Language Learning; Language teaching | ||
|Key=Waring2016a | |Key=Waring2016a | ||
| + | |Publisher=Springer | ||
|Year=2016 | |Year=2016 | ||
| + | |Language=English | ||
| + | |Address=Cham | ||
|Booktitle=Research Methods in Language and Education | |Booktitle=Research Methods in Language and Education | ||
|Pages=1-12 | |Pages=1-12 | ||
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|DOI=10.1007/978-3-319-02329-8_39-1 | |DOI=10.1007/978-3-319-02329-8_39-1 | ||
|Abstract=This chapter documents the impact of conversation analysis (CA) as a research method on language education. Beginning with the earlier crossover between CA and applied linguistics on the campus of UCLA, it proceeds to sketch how conversation analytic findings have enriched our understandings of the nature of interactional competence, the complexity of pedagogical practices, and finally, the very conceptualization of learning and how that learning is accomplished. It also paints in broad strokes the current trends of CA work on language education and highlights such challenges as translating CA insights into the classroom, illuminating teacher expertise, and cultivating a broader view of learning. The chapter concludes by delineating some future directions where some of these challenges may be addressed. | |Abstract=This chapter documents the impact of conversation analysis (CA) as a research method on language education. Beginning with the earlier crossover between CA and applied linguistics on the campus of UCLA, it proceeds to sketch how conversation analytic findings have enriched our understandings of the nature of interactional competence, the complexity of pedagogical practices, and finally, the very conceptualization of learning and how that learning is accomplished. It also paints in broad strokes the current trends of CA work on language education and highlights such challenges as translating CA insights into the classroom, illuminating teacher expertise, and cultivating a broader view of learning. The chapter concludes by delineating some future directions where some of these challenges may be addressed. | ||
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Latest revision as of 07:26, 21 December 2019
| Waring2016a | |
|---|---|
| BibType | INCOLLECTION |
| Key | Waring2016a |
| Author(s) | Hansun Zhang Waring |
| Title | Conversation Analytic Approaches to Language and Education |
| Editor(s) | Kendall King, Yi-Ju Lai, Stephen May |
| Tag(s) | EMCA, Applied Linguistics, Language Learning, Language teaching |
| Publisher | Springer |
| Year | 2016 |
| Language | English |
| City | Cham |
| Month | |
| Journal | |
| Volume | |
| Number | |
| Pages | 1-12 |
| URL | Link |
| DOI | 10.1007/978-3-319-02329-8_39-1 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | Research Methods in Language and Education |
| Chapter | |
Abstract
This chapter documents the impact of conversation analysis (CA) as a research method on language education. Beginning with the earlier crossover between CA and applied linguistics on the campus of UCLA, it proceeds to sketch how conversation analytic findings have enriched our understandings of the nature of interactional competence, the complexity of pedagogical practices, and finally, the very conceptualization of learning and how that learning is accomplished. It also paints in broad strokes the current trends of CA work on language education and highlights such challenges as translating CA insights into the classroom, illuminating teacher expertise, and cultivating a broader view of learning. The chapter concludes by delineating some future directions where some of these challenges may be addressed.
Notes
