Conversation Analysis and language learning

2005 ◽  
Vol 38 (4) ◽  
pp. 165-187 ◽  
Author(s):  
Paul Seedhouse
Keyword(s):  
Second Language Acquisition ◽  
Language Learning ◽  
Conversation Analysis ◽  
Language Proficiency ◽  
Native Speaker ◽  
Language Teaching ◽  
Classroom Interaction ◽  
Social Science Research ◽  
Science Research ◽  
Learning And Teaching

Interest in Conversation Analysis (CA) and its possible applications in the fields of language learning and language teaching has grown considerably over the last five years. There are now a range of publications which explore this area. The article therefore attempts to synthesise the current state of the research and identify the issues and problems that have arisen and those areas which are suitable for further research. This article starts with a brief introduction to CA methodology and then discusses the range of areas within the broad field of language learning and teaching in which CA has been applied: teaching languages for specific purposes; language teaching materials design; language proficiency assessment; language classroom interaction; NS–NNS (native/non-native speaker) talk; and code-switching. It then discusses the relationship between CA, Applied Linguistics and Second Language Acquisition, and examines the complex issue of what CA can contribute to the study of ‘learning’. The issues are illustrated by an example of a CA analysis of language learning processes. The article proposes that there are now three distinct approaches to the application of CA methodology to the field of language learning and teaching. The article concludes by positioning CA as a social science research methodology and considers possible future directions for research.

scholarly journals Christopher Brumfit Award 2014

2015 ◽  
Vol 48 (4) ◽  
pp. 433-433
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Learning And Teaching ◽  
Quality Of Presentation

The Editor and Board of Language Teaching are pleased to announce that the winner of the 2014 Christopher Brumfit thesis award is Dr Hilde van Zeeland. The thesis was selected by an external panel of judges based on its significance to the field of second language acquisition, second or foreign language learning and teaching, originality and creativity and quality of presentation.

scholarly journals Christopher Brumfit Ph.D./Ed.D. Thesis Award 2011

2012 ◽  
Vol 45 (4) ◽  
pp. 407-408
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Learning And Teaching ◽  
Quality Of Presentation

The Editor and Board of Language Teaching are pleased to announce that there were two tied winners of the 2011 Christopher Brumfit thesis award: Dr Cecilia Guanfang Zhao and Dr Catherine van Beuningen. Both theses were selected by an external panel of judges on the basis of their significance to the field of second language acquisition, second or foreign language learning and teaching, as well as their originality, creativity and quality of presentation.

scholarly journals Second Language Acquisition Through Neurolinguistic Programming: A Psychoanalytic Approach

2018 ◽  
Vol 7 (4.36) ◽  
pp. 624
Author(s):  
A. Delbio ◽  
M. Ilankumaran
Keyword(s):  
Second Language Acquisition ◽  
Language Learning ◽  
English Learners ◽  
English Language ◽  
Native Speaker ◽  
Technical Information ◽  
Target Language ◽  
Main Role ◽  
Learning And Teaching ◽  
The Brain

English is the only lingua-franca for the whole world in present age of globalization and liberalization. English language is considered as an important tool to acquire a new and technical information and knowledge. In this situation English learners and teachers face a lot of problems psychologically. Neuro linguistic studies the brain mechanism and the performance of the brain in linguistic competences. The brain plays a main role in controlling motor and sensory activities and in the process of thinking. Studies regarding development of brain bring some substantiation for psychological and anatomical way of language development. Neuro-Linguistic Programming (NLP) deals with psychological and neurological factors. It also deals with the mode of brain working and the way to train the brain to achieve the purpose. Many techniques are used in the NLP. It improves the fluency and accuracy in target language. It improves non-native speaker to improve the LSRW skills.  This paper brings out the importance of the NLP in language learning and teaching. It also discusses the merits and demerits of the NLP in learning. It also gives the solution to overcome the problems and self-correction is motivated through neuro-linguistic programming.   

language teaching

2005 ◽  
Vol 38 (4) ◽  
pp. i-i
Keyword(s):  
Social Sciences ◽  
Language Learning ◽  
Conversation Analysis ◽  
Classroom Interaction ◽  
Research Methodologies ◽  
Complex Issue ◽  
Learning And Teaching ◽  
Naturally Occurring ◽  
Proficiency Assessment ◽  
Spoken Interaction

The analysis of naturally-occurring spoken interaction is an area which has attracted growing interest over the last few years. In this issue, Paul Seedhouse reviews Conversation Analysis (CA) and its application to areas of language learning and teaching, including teaching languages for specific purposes, materials design, classroom interaction and proficiency assessment. The author then examines the complex issue of what CA can contribute to the study of ‘learning’ and discusses the contribution of CA as a tool in existing social sciences research methodologies.

scholarly journals Kehollinen toiminta opetuskeskustelun tukena valmistavassa opetuksessa

2021 ◽  
Author(s):  
Noora Helkiö
Keyword(s):  
Language Learning ◽  
Conversation Analysis ◽  
Basic Education ◽  
Language Teaching ◽  
Classroom Interaction ◽  
Pedagogical Tool ◽  
Asking Questions ◽  
Research Questions

This article examines bodily action as an interactional resource in instruction preparing for basic education. Using conversation analysis as method, the study seeks to answer two research questions: How does bodily action support and enable participation in the classroom interaction, and how do the teacher and the students use it in IRE/IRF-sequences? The first focus is on how the teacher uses bodily action when asking questions from the students. Secondly, the study focuses on how the teacher verbalizes students’ bodily action into verbal utterances. The writer argues that bodily action can enable participation in the classroom interaction as well as language teaching and language learning. For the teacher it serves as a pedagogical tool and for the student as a means of participation when learning a new language.

scholarly journals EMERGING FACTORS OF COMMUNICATIVE LANGUAGE TEACHING (CLT) AND ITS APPLICATION IN INDONESIAN ENGLISH AS A FOREIGN LANGUAGE (EFL) CLASSROOMS

2018 ◽  
Vol 3 (2) ◽  
pp. 169
Author(s):  
Abd Rahman
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Learning And Teaching ◽  
Efl Context ◽  
Main Factors

Communicative Language Teaching (CLT) has been adopted in many countries and has influenced the foreign and second language learning and teaching. This article aims to explore the emerging factors of CLT and how CLT is practiced in Indonesian EFL classroom. This study finds that there are three main phases of the development of CLT. Started from the works of Hymes (1967, 1972), Canale and Swain (1980) and Bachman (1990). Moreover, recent theories in second language acquisition and globalization are two main factors which lead to the widespread of CLT. Finally, in the EFL context the application of CLT has faced many challenges. Socio-cultures, grammar and reading-based exam, and teachers’ low English proficiency make the application of CLT in Indonesian EFL classroom has not reached its objectives yet.  

scholarly journals Christopher Brumfit award 2015

2016 ◽  
Vol 50 (1) ◽  
pp. 151-151
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Learning And Teaching ◽  
Quality Of Presentation

The Editor and Board of Language Teaching are pleased to announce that the winner of the 2015 Christopher Brumfit thesis award is Dr Armin Berger. The thesis was selected by an external panel of judges based on its significance to the field of second language acquisition, second or foreign language learning and teaching, originality and creativity, and quality of presentation.

scholarly journals Christopher Brumfit Ph.D./Ed.D. Thesis Award 2013

2014 ◽  
Vol 47 (4) ◽  
pp. 411-412
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Learning And Teaching ◽  
Quality Of Presentation

The Editor and Board of Language Teaching are pleased to announce that the winner of the 2013 Christopher Brumfit thesis award is Dr. Ellen Johnson Serafini. The thesis was selected by an external panel of judges based on its significance to the field of second language acquisition, second or foreign language learning and teaching, originality and creativity and quality of presentation.

Dogme ELT: A Liberal Perspective in English Language Teaching in the Post-Methods Era

2020 ◽  
Vol 6 (3) ◽  
pp. 173-184
Author(s):  
Quang Nguyen Nhat ◽  
Hung Bui Phi
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
English Language ◽  
Language Teaching ◽  
Critical Discussion ◽  
Language Teachers ◽  
English Language Teaching ◽  
Learning And Teaching ◽  
English Language Teachers

This paper aims to make a critical discussion of Dogme ELT, an innovative pedagogy in English language teaching first developed by Thornbury (2000). This paper first provides a comprehensive review of second language acquisition and pedagogical theories as well as post-methods era perspectives in English language teaching. After that, the authors discuss different aspects of Dogme ELT and figure out the room for Dogme ELT in English language teaching in the post-methods era. Dogme ELT is rooted in a conglomerate of compatible theories in second language learning and teaching. The most noticeable perspective may be that the language teachers should not rely mainly on prescribed coursebooks, but teach design tasks based on learners’ problems and interests. There should be more studies on various aspects of Dogme ELT, although it satisfies most, if not all, basic principles in English language teaching theoretically. The authors also figure out gaps in research and recommendations for English language teachers and learners.

scholarly journals Christopher Brumfit Ph.D./Ed.D. Thesis Award 2012

2013 ◽  
Vol 46 (4) ◽  
pp. 435-436
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Learning And Teaching ◽  
Quality Of Presentation

The Editor and Board of Language Teaching are pleased to announce that the winner of the 2012 Christopher Brumfit thesis award is Dr Jim Ranalli. The thesis was selected by an external panel of judges based on its significance to the field of second language acquisition, second or foreign language learning and teaching, originality and creativity and quality of presentation.

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