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Lookup NU author(s): Professor Paul SeedhouseORCiD
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This chapter focuses on the relationship between pedagogical focus and interaction in second language (L2) lessons. It deals, therefore, specifically with the processes of instructed Second Language Acquisition (SLA) in classroom settings. The chapter proposes that there is a reflexive relationship between pedagogy and interaction, and that this relationship is the foundation of the organisation of interaction in the L2 classroom setting. In order to understand the processes of instructed SLA, it is vital to analyse the fine detail of this relationship as it unfolds in classroom talk. The general methodological framework adopted in this chapter is that of Conversation Analysis (CA). CA is a multi-disciplinary methodology for the analysis of naturally-occurring spoken interaction which is now applied in a very wide range of professional and academic areas; it has become increasingly applied to SLA over the last decade or so. The chapter considers how intended pedagogy becomes converted into actual pedagogy and how the pedagogical focus of a lesson may be determined. The discussion then moves to interaction and a review of the different methodologies which have been employed to describe and analyse language classroom interaction. I then provide a detailed elaboration of the complex, non-linear and reflexive relationship between pedagogy and interaction, which is illustrated by means of classroom transcripts. Finally I suggest that the phenomena described can be understood from a complex systems perspective.
Author(s): Seedhouse P
Editor(s): Macaro E
Publication type: Book Chapter
Publication status: Published
Book Title: The Continuum Companion to Second Language Acquisition
Series Title: Continuum Companions
Place Published: London
Library holdings: Search Newcastle University Library for this item