Conversation Analysis and Second Language Pedagogy: A Guide for ESL/ EFL Teachers (ESL & Applied Linguistics Professional Series)

Wong, Jean,Zhang Waring, Hansun

ISBN 10: 0415806372 / ISBN 13: 9780415806374

Published by Routledge, 2010

About this Item

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Bibliographic Details

• Title: Conversation Analysis and Second Language Pedagogy: A Guide for ESL/ EFL Teachers (ESL & Applied Linguistics Professional Series)
• Publisher: Routledge
• Publication Date: 2010
• Language: English
• ISBN 10: 0415806372
• ISBN 13: 9780415806374
• Binding: paperback
• Condition: Very Good

About this title

Synopsis

Conversation and speaking skills are the key building blocks for much of language learning. This text increases teachers’ awareness about spoken language and suggests ways of applying that knowledge to teaching second-language interaction skills based on insights from Conversation Analysis (CA).

Conversation Analysis and Second Language Pedagogy:

• reviews key CA concepts and findings
• directly connects findings from CA with second language pedagogy
• presents a model of interactional practices grounded in CA concepts
• includes numerous transcripts of actual talk
• invites readers to complete a variety of tasks to solidify and extend their understandings
• features a useful collection of practical teaching activities.

The time is ripe for a book that blends conversation analysis and applied linguistics. This text takes that important step, extending the reaches of these once separate academic fields. Assuming neither background knowledge of conversation analysis nor its connection to second language teaching, it is designed for courses in TESOL and applied linguistics and as a resource for experienced teachers, material developers, and language assessment specialists seeking to update their knowledge and hone their craft.

About the Author

Jean Wong is Associate Professor, The College of New Jersey, Department of Special Education, Language, and Literacy.

Hansun Zhang Waring is Lecturer in Linguistics and Education, Teachers College, Columbia University.