Beyond Repair: Conversation Analysis as an Approach to SLA
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| Title: | Beyond Repair: Conversation Analysis as an Approach to SLA |
|---|---|
| Language: | English |
| Authors: | Kasper, Gabriele |
| Source: | AILA Review. 2006 19:83-99. |
| Availability: | John Benjamins Publishing Company. Klaprozenweg 105 Postbus 36224, NL-1020 ME Amsterdam, Netherlands. Tel: +31-20-6304747; Fax: +31-20-6739773; e-mail: subscription@benjamins.nl; Web site: http://www.benjamins.com |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2006 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Second Language Learning, Discourse Analysis, Dialogs (Language), Interaction, Language Fluency, Communicative Competence (Languages), Learning Theories, Error Correction |
| DOI: | 10.1075/aila.19.07kas |
| ISSN: | 1461-0213 |
| Abstract: | As one of several approaches to SLA as social practice, Conversation Analysis (CA) has the capacity to examine in detail how opportunities for L2 learning arise in different interactional activities. Its particular strength, and one that distinguishes it from other social practice approaches, is its consistent focus on the orientations and relevancies that participants display to each other through their interactional conduct. CA thus affords a distinct perspective on L2 learning as object and process. It enables researchers to reconsider such established SLA topics as fluency, correction, or the benefits of tasks for L2 learning, but also offers an acquisitional perspective on interactional conduct whose potential for L2 learning has been largely unexplored. |
| Abstractor: | As Provided |
| Number of References: | 101 |
| Entry Date: | 2015 |
| Accession Number: | EJ1069079 |
| Database: | ERIC |
| Abstract: | As one of several approaches to SLA as social practice, Conversation Analysis (CA) has the capacity to examine in detail how opportunities for L2 learning arise in different interactional activities. Its particular strength, and one that distinguishes it from other social practice approaches, is its consistent focus on the orientations and relevancies that participants display to each other through their interactional conduct. CA thus affords a distinct perspective on L2 learning as object and process. It enables researchers to reconsider such established SLA topics as fluency, correction, or the benefits of tasks for L2 learning, but also offers an acquisitional perspective on interactional conduct whose potential for L2 learning has been largely unexplored. |
|---|---|
| ISSN: | 1461-0213 |
| DOI: | 10.1075/aila.19.07kas |
