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Microanalyzing Discourse in the Second and Foreign Language Classrooms: A Review of the Literature
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In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 2, Pp 1-14 (2015) (2015)
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Abstract:
Classroom interaction has long been a rich site for scholarly research, as attested by the sizable body of literature surrounding classroom discourse. This paper reviews three frameworks currently informing the analysis of classroom talk, or more specifically, the qualitative microanalysis of the turn-by-turn talk that occurs in naturally-occurring unfolding exchanges between teachers and students, and amongst students themselves. Findings from studies working within (1) language socialization, (2) critical discourse analysis, and (3) conversation analysis are explored, with particular attention paid to the ways in which these frameworks complement and complicate one another. The paper also attempts to identify areas of classroom discourse that have yet to be fully explored, and highlights the need for further research along those lines.
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Keyword:
Applied linguistics; Classroom interaction; Classroom talk; Critical discourse analysis; Discourse; English language; Foreign language; L2; Language acquisition; Language learning; P118-118.7; PE1-3729; Second language
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URL: https://doaj.org/article/544a0ac853664ef6b56d33e56d0f6ef8 https://doi.org/10.7916/D8RR29V4
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The Effects of Classroom and Informal-Interactional Diversity on Learning and Democracy Outcomes
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In: Masters Theses & Specialist Projects (2015)
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Les pratiques humoristiques dans des interactions en classe de français. Comparaisons entre l’école obligatoire et post-obligatoire en Suisse romande
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In: Langage et société, N 154, 4, 2015-11-16, pp.101-126 (2015)
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Optimising Classroom Interaction: An Interview with Steve Walsh
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In: Bellaterra: journal of teaching and learning language and literature; Vol. 5, Núm. 4 (2012): November/December; p. 69-74 (2015)
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CLASSROOM INTERACTION STRATEGIES EMPLOYED BY ENGLISH TEACHERS AT LOWER SECONDARY SCHOOLS
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In: TEFLIN Journal, Vol 26, Iss 2, Pp 247-264 (2015) (2015)
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Emotion and Cognition in Action: An Ethnographic Microanalysis of Elderly Language Learners and Their Teacher
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In: Amador, Laura L.(2014). Emotion and Cognition in Action: An Ethnographic Microanalysis of Elderly Language Learners and Their Teacher. UCLA: Applied Linguistics 0074. Retrieved from: http://www.escholarship.org/uc/item/5pp6b4sr (2014)
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Students’ Experiences in Interdisciplinary Problem-based Learning: A Discourse Analysis of Group Interaction
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In: Interdisciplinary Journal of Problem-Based Learning (2014)
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Analysing, visualising and supporting collaborative learning using interactive tabletops
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Martinez Maldonado, Roberto. - : The University of Sydney, 2014. : Faculty of Engineering and Information Technologies, School of Information Technologies, 2014
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Procedimentos de abertura e fechamento de tópicos na interação em sala de aula
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Santos, Francisco José Costa dos. - : Universidade Federal do Rio Grande do Norte, 2014. : BR, 2014. : UFRN, 2014. : Programa de Pós-Graduação em Estudos da Linguagem, 2014. : Linguística Aplicada; Literatura Comparada, 2014
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Students’ use of power in Foreign Language classroom interaction
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In: Cuadernos de Lingüística Hispánica, ISSN 0121-053X, Nº. 24, 2014, pags. 123-141 (2014)
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Incidencia de la interacción entre aprendices en el aprendizaje de los marcadores discursivos en el ámbito académico universitario
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In: RAEL: revista electrónica de lingüística aplicada, ISSN 1885-9089, null 13, Nº. 1, 2014, pags. 133-156 (2014)
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The Teacher as a Public Speaker in the Classroom
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In: Studies in Literature and Language; Vol 9, No 1 (2014): Studies in Literature and Language; 124-133 ; 1923-1563 ; 1923-1555 (2014)
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Aprendizagem enquanto produção conjunta de conhecimento: avançando tarefas e alcançando entendimentos satisfatórios na fala-em-interação
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In: Revista Brasileira de Linguística Aplicada, Vol 14, Iss 1, Pp 111-140 (2014) (2014)
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Syntactic and Prosodic Forms of First Names in Institutional Interaction Involving Multiple Participants
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In: ISSN: 1565-8961 ; Argumentation et Analyse du Discours ; https://hal-utt.archives-ouvertes.fr/hal-02363004 ; Argumentation et Analyse du Discours, University of Tel-Aviv, 2013, ⟨10.4000/discours.8869⟩ (2013)
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Interactions Between and Among Heritage Language Learners and Second Language Learners During Collaborative Writing Activities: How Learners Attend to Language
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Walls, Laura. - : eScholarship, University of California, 2013
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Interactions Between and Among Heritage Language Learners and Second Language Learners During Collaborative Writing Activities: How Learners Attend to Language
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Walls, Laura. - : eScholarship, University of California, 2013
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In: Walls, Laura. (2013). Interactions Between and Among Heritage Language Learners and Second Language Learners During Collaborative Writing Activities: How Learners Attend to Language. UCLA: Applied Linguistics 0074. Retrieved from: http://www.escholarship.org/uc/item/1jh3s74t (2013)
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The institutional and beyond: On L2 teachers' identity display in L2 classrooms
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In: Social Identities and Multiple Selves in Foreign Language Education ; https://hal.archives-ouvertes.fr/hal-00761009 ; Damian J. Rivers et Stephanie Ann Houghton. Social Identities and Multiple Selves in Foreign Language Education, Bloomsbury Academic, pp.13-32, 2013, 9781441160645 ; http://www.bloomsbury.com/us/social-identities-and-multiple-selves-in-foreign-language-education-9781441160645/ (2013)
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Methodological Considerations in the Analysis of Classroom Interaction in Community College Trigonometry
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Group planning among L2 learners of Italian: a conversation analytic perspective
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Jointly constructing semantic waves : implications for teacher training
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