ERIC Number: ED660574
Record Type: Non-Journal
Publication Date: 2021-Mar-12
Pages: 426
Abstractor: As Provided
ISBN: 978-3-030-52192-9
ISSN: ISSN-1572-0292
EISSN: EISSN-2215-1656
Classroom-Based Conversation Analytic Research: Theoretical and Applied Perspectives on Pedagogy. Educational Linguistics. Volume 46
Silvia Kunitz, Editor; Numa Markee, Editor; Olcay Sert, Editor
Educational Linguistics
This book presents an international range of conversation analytic (CA) studies of classroom interaction which all discuss their empirical findings in terms of their theoretical and methodological contribution to the field of second language studies and their potential pedagogical relevance. The volume is thus unique in its focus on the theoretical and practical insights of CA classroom-based research and on the impact that such insights might have at the pedagogical level, from teaching to testing to teacher education. Given the growing interest in the pedagogical applicability of CA research, this book is a timely addition to the existing literature. [Individual chapters are indexed in ERIC.]
Descriptors: Discourse Analysis, Classroom Communication, Teaching Methods, Second Language Instruction, Second Language Learning, Communicative Competence (Languages), Class Activities, Spelling Instruction, Computer Assisted Instruction, Writing Instruction, Italian, Collaborative Writing, Content and Language Integrated Learning, Decision Making, Teacher Attitudes, Physics, Science Instruction, History Instruction, Dialects, Teacher Education Programs, Peer Relationship, Formative Evaluation, Language Tests, Oral Language
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail:customerservice@springernature.com; Web site: https://bibliotheek.ehb.be:2123/book/10.1007/978-3-031-24193-2
Publication Type: Books; Collected Works - General; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A