Interactional practices in language teaching and learning: understandings and applications gained through conversation analysis

Research output: Chapter in Book/Report/Conference proceedingConference PaperOtherpeer-review

Abstract

Conversation analysis (CA) provides researchers with a set of microanalytic tools and a solid set of research findings about human interaction as it naturally occurs in both ordinary, everyday interactions and in interactions that occur in institutional settings. It has its roots in a sociological, and specifically, ethnomethodological research tradition (Garfinkel, 1967; Heritage, 1984)that is focused on uncovering the orderliness of everyday practices of members of society. Since the pioneering work of Sacks, Schegloff and Jefferson in the 60’s and early 70’s (Sacks, 1992), there is now an impressive set of findings about the organization oftalk. Three important corner stones uncovered by this research are turn-taking (the rules that govern how the next speaker is selected), sequential organisation (how turns are organised into sequences such as questions and answers) and epistemics (how speakers work on establishing common knowledge states). This paper is concerned with explicating new findings that conversation analysis has brought to our attention on language teaching and learning, and how these findings can impact pedagogy. By examining transcripts of early childhood interactions, classroom and test-taker talk in foreign languages, through the Question and Answer and third turn sequence, the paper will focus on the language alternation (also referred to as code-switching) practices, on the “performance” of students in speaking, both in the classroom and in high stakes tests such as IELTS, on examiner talk and on a child’s development of interactional competence. The paper will end with practical considerations for improving speaking.
Original languageEnglish
Title of host publicationProceedings of the Seventh International Conference on Languages and Arts (ICLA 2018)
EditorsYenni Rozimela, M Heldi, Havid Ardi, Affrandi Arianto
Place of PublicationThe Netherlands
PublisherAtlantis Press
Pages479-484
Number of pages6
ISBN (Print)9789462526839
Publication statusPublished - 2019
EventSeventh International Conference on Languages and Arts 2018 - Padang, Indonesia
Duration: 19 Oct 201820 Oct 2018
Conference number: 7th
http://icla.fbs.unp.ac.id/

Publication series

NameAdvances in Social Science, Education and Humanities Research
PublisherAtlantis Press
ISSN (Electronic)2352-5398

Conference

ConferenceSeventh International Conference on Languages and Arts 2018
Abbreviated titleICLA 2018
CountryIndonesia
CityPadang
Period19/10/1820/10/18
Internet address

Cite this

Filipi, A. (2019). Interactional practices in language teaching and learning: understandings and applications gained through conversation analysis. In Y. Rozimela, M. Heldi, H. Ardi, & A. Arianto (Eds.), Proceedings of the Seventh International Conference on Languages and Arts (ICLA 2018) (pp. 479-484). (Advances in Social Science, Education and Humanities Research). The Netherlands: Atlantis Press.
Filipi, Anna. / Interactional practices in language teaching and learning : understandings and applications gained through conversation analysis. Proceedings of the Seventh International Conference on Languages and Arts (ICLA 2018). editor / Yenni Rozimela ; M Heldi ; Havid Ardi ; Affrandi Arianto. The Netherlands : Atlantis Press, 2019. pp. 479-484 (Advances in Social Science, Education and Humanities Research).
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abstract = "Conversation analysis (CA) provides researchers with a set of microanalytic tools and a solid set of research findings about human interaction as it naturally occurs in both ordinary, everyday interactions and in interactions that occur in institutional settings. It has its roots in a sociological, and specifically, ethnomethodological research tradition (Garfinkel, 1967; Heritage, 1984)that is focused on uncovering the orderliness of everyday practices of members of society. Since the pioneering work of Sacks, Schegloff and Jefferson in the 60’s and early 70’s (Sacks, 1992), there is now an impressive set of findings about the organization oftalk. Three important corner stones uncovered by this research are turn-taking (the rules that govern how the next speaker is selected), sequential organisation (how turns are organised into sequences such as questions and answers) and epistemics (how speakers work on establishing common knowledge states). This paper is concerned with explicating new findings that conversation analysis has brought to our attention on language teaching and learning, and how these findings can impact pedagogy. By examining transcripts of early childhood interactions, classroom and test-taker talk in foreign languages, through the Question and Answer and third turn sequence, the paper will focus on the language alternation (also referred to as code-switching) practices, on the “performance” of students in speaking, both in the classroom and in high stakes tests such as IELTS, on examiner talk and on a child’s development of interactional competence. The paper will end with practical considerations for improving speaking.",
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Filipi, A 2019, Interactional practices in language teaching and learning: understandings and applications gained through conversation analysis. in Y Rozimela, M Heldi, H Ardi & A Arianto (eds), Proceedings of the Seventh International Conference on Languages and Arts (ICLA 2018). Advances in Social Science, Education and Humanities Research, Atlantis Press, The Netherlands, pp. 479-484, Seventh International Conference on Languages and Arts 2018, Padang, Indonesia, 19/10/18.

Interactional practices in language teaching and learning : understandings and applications gained through conversation analysis. / Filipi, Anna.

Proceedings of the Seventh International Conference on Languages and Arts (ICLA 2018). ed. / Yenni Rozimela; M Heldi; Havid Ardi; Affrandi Arianto. The Netherlands : Atlantis Press, 2019. p. 479-484 (Advances in Social Science, Education and Humanities Research).

Research output: Chapter in Book/Report/Conference proceedingConference PaperOtherpeer-review

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T1 - Interactional practices in language teaching and learning

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AU - Filipi, Anna

PY - 2019

Y1 - 2019

N2 - Conversation analysis (CA) provides researchers with a set of microanalytic tools and a solid set of research findings about human interaction as it naturally occurs in both ordinary, everyday interactions and in interactions that occur in institutional settings. It has its roots in a sociological, and specifically, ethnomethodological research tradition (Garfinkel, 1967; Heritage, 1984)that is focused on uncovering the orderliness of everyday practices of members of society. Since the pioneering work of Sacks, Schegloff and Jefferson in the 60’s and early 70’s (Sacks, 1992), there is now an impressive set of findings about the organization oftalk. Three important corner stones uncovered by this research are turn-taking (the rules that govern how the next speaker is selected), sequential organisation (how turns are organised into sequences such as questions and answers) and epistemics (how speakers work on establishing common knowledge states). This paper is concerned with explicating new findings that conversation analysis has brought to our attention on language teaching and learning, and how these findings can impact pedagogy. By examining transcripts of early childhood interactions, classroom and test-taker talk in foreign languages, through the Question and Answer and third turn sequence, the paper will focus on the language alternation (also referred to as code-switching) practices, on the “performance” of students in speaking, both in the classroom and in high stakes tests such as IELTS, on examiner talk and on a child’s development of interactional competence. The paper will end with practical considerations for improving speaking.

AB - Conversation analysis (CA) provides researchers with a set of microanalytic tools and a solid set of research findings about human interaction as it naturally occurs in both ordinary, everyday interactions and in interactions that occur in institutional settings. It has its roots in a sociological, and specifically, ethnomethodological research tradition (Garfinkel, 1967; Heritage, 1984)that is focused on uncovering the orderliness of everyday practices of members of society. Since the pioneering work of Sacks, Schegloff and Jefferson in the 60’s and early 70’s (Sacks, 1992), there is now an impressive set of findings about the organization oftalk. Three important corner stones uncovered by this research are turn-taking (the rules that govern how the next speaker is selected), sequential organisation (how turns are organised into sequences such as questions and answers) and epistemics (how speakers work on establishing common knowledge states). This paper is concerned with explicating new findings that conversation analysis has brought to our attention on language teaching and learning, and how these findings can impact pedagogy. By examining transcripts of early childhood interactions, classroom and test-taker talk in foreign languages, through the Question and Answer and third turn sequence, the paper will focus on the language alternation (also referred to as code-switching) practices, on the “performance” of students in speaking, both in the classroom and in high stakes tests such as IELTS, on examiner talk and on a child’s development of interactional competence. The paper will end with practical considerations for improving speaking.

M3 - Conference Paper

SN - 9789462526839

T3 - Advances in Social Science, Education and Humanities Research

SP - 479

EP - 484

BT - Proceedings of the Seventh International Conference on Languages and Arts (ICLA 2018)

A2 - Rozimela, Yenni

A2 - Heldi, M

A2 - Ardi, Havid

A2 - Arianto, Affrandi

PB - Atlantis Press

CY - The Netherlands

ER -

Filipi A. Interactional practices in language teaching and learning: understandings and applications gained through conversation analysis. In Rozimela Y, Heldi M, Ardi H, Arianto A, editors, Proceedings of the Seventh International Conference on Languages and Arts (ICLA 2018). The Netherlands: Atlantis Press. 2019. p. 479-484. (Advances in Social Science, Education and Humanities Research).