Titlebook: Classroom-based Conversation Analytic Research; Theoretical and Appl Silvia Kunitz,Numa Markee,Olcay Sert Book 2021 Springer Nature Switzer

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Transforming CA Findings into Future L2 Teaching Practices: Challenges and Prospects for Teacher Edu, these analyses show how two teachers in EFL classrooms in Luxembourg and Turkey managed their students’ use of the L1s, and how the students responded to this behaviour. These analyses potentially have pedagogical value for language teachers in that they may be used to develop audio-visual tools t

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Harnessing the Power of Heteroglossia: How to Multi-task with Teacher Talkan be usefully marshaled to create evidence-based teacher training. Throughout the chapter, problem scenarios that place the teacher in the difficult bind of having to manage competing demands such as honoring individual voices vs. cultivating inclusiveness are presented. Detailed transcripts of cla

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Modulo Multiplication and Modulo Squaring, many different stakeholders in the community of language learning/teaching professionals who constitute our intended audience. It is also proposed that future interventionist CA-based research on classroom interaction would be enriched by the adoption of an ethnographic diffusion of innovations per

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Modulo Multiplication and Modulo Squaring,ation in many contexts. Most centrally, I examine how existing findings from recent longitudinal studies on the development of L2 interactional competence can help us understand the challenges and the affordances of L2 classroom interaction, and I conclude with some larger implications for L2 educat

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The Chemagro Division Research Staffing about, learnables. The chapter concludes that, in order to understand teaching/learning behaviors, a detailed analysis of participants’ actions in their interactivities is necessary. More specifically, in all talk-in-interaction (and particularly in classroom talk, with which this study is speci

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https://doi.org/10.1007/978-1-4612-5132-3se students have already listened to multiple rounds of instruction-giving sequences and seen multiple implementations of the task. Overall, the paper contributes to the research concerning the mundane, yet complex, social action of doing pedagogical instructions. The implications of these empirical