Conversation Analytic Perspectives on English Language Learning, Teaching and Testing in Global Contexts

Edited by Dr. Hanh thi Nguyen, Taiane Malabarba

Publication date:

26 February 2019

Publisher

Multilingual Matters

Dimensions:

234x156mm
6x9"

ISBN-13: 9781788922883

This edited volume brings together 10 cutting-edge empirical studies on the realities of English language learning, teaching and testing in a wide range of global contexts where English is an additional language. It covers three themes: learners’ development of interactional competence, the organization of teaching and testing practices, and sociocultural and ideological forces that may impact classroom interaction. With a decided focus on English-as-a-Foreign-Language contexts, the studies involve varied learner populations, from children to young adults to adults, in different learning environments around the world. The insights gained will be of interest to EFL professionals, as well as teacher trainers, policymakers and researchers.

Chapter 1. Taiane Malabarba and Hanh thi Nguyen: Introduction

Part I: Learners’ Development of Interactional Competence

Chapter 2. Maria Vanessa aus der Wieschen and Søren Eskildsen: Embodied and Occasioned Learnables and Teachables in an Early EFL Classroom

Chapter 3. Hanh thi Nguyen: Developing Interactional Competence in a Lingua Franca at the Workplace: An Ethnomethodologically Endogenous Account

Part II: Teaching and Testing Practices as Dynamic Processes

Chapter 4. Jingya Li: Looking beyond IRF Moves in EFL Classroom Interactions in China

Chapter 5. Dilara Somuncu and Olcay Sert: EFL Trainee Teachers’ Orientations to Students’ Non-understanding: A Focus on Task Instructions

Chapter 6. Eric Hauser: Handling Unprepared-for Contingencies in an Interactional Language Test: Student Initiation of Correction as a Collaborative Accomplishment

Chapter 7. Tim Greer: Closing up Testing: Interactional Orientation to a Timer during a Paired EFL Oral Proficiency Test

Part III: Socio-cultural and Ideological Forces in Language Teaching

Chapter 8. Josephine Lee: The “Power Game”: Interactional Asymmetries in EFL Collaborative Language Teaching

Chapter 9. Mostafa Pourhaji: Collision of Centripetal and Centrifugal Forces in Iranian EFL Classroom Interaction

Chapter 10. Taiane Malabarba: “In English, sorry”: Participants' Orientation to the English-Only Policy in Beginning-Level EFL Classroom Interaction

Chapter 11. Peter Sayer, Taiane Malabarba and Leslie Moore: Teaching English in Marginalized Contexts: Constructing Relevance in an EFL Classroom in Rural Southern Mexico

Chapter 12. Johannes Wagner: Commentary: Fault Lines in Global EFL

Index

This volume offers an empirically grounded and theoretically informed panorama of the interactional practices involved in EFL education across a rich variety of national and educational contexts. It provides a powerful demonstration of how a conversation analytic perspective allows us to uncover the affordances and challenges of language learning, teaching and testing as social processes.