Social Interaction and L2 Classroom Discourse

Cover
Half Title
Title Page
Copyright
Contents
List of Abbreviations
Acknowledgements
1 Introduction to the Book
	1.1 Introduction
	1.2 The Significance of this Book
	1.3 The Dataset
	1.4 Contents of the Book
2 Social Interaction and L2 Classroom Discourse
	2.1 Introduction
	2.2 Interaction as a Social Phenomenon
	2.3 Approaches to (L2) Classroom Discourse
	2.4 Conversation Analysis: A Sequential Approach to Classroom Interaction
	2.5 Transcription Conventions
	2.6 L2 Classroom Contexts
	2.7 Conclusion
3 Co-construction of Understanding in L2 Classroom Interaction
	3.1 Introduction
	3.2 CA-for-SLA and L2 Interactional Competence
	3.3 Epistemic, Multimodal, and Multilingual Resources
	3.4 Teacher Talk, Student Participation, and L2 Learning Opportunities
	3.5 L2 Classroom Interactional Competence
	3.6 Conclusion
4 From Troubles to Resolution: Management of Displays and Claims of Insufficient Knowledge in L2 Classrooms
	4.1 Introduction
	4.2 The Interactional Unfolding of CIK
	4.3 ESC as an Interactional Phenomenon
	4.4 (Un)Willingness to Participate as Participants’ Concern
	4.5 Successful Management of CIK
	4.6 Discussion and Conclusion
5 Use of Multimodal Resources in L2 Classroom Interaction
	5.1 Introduction
	5.2 Multimodal Resources used in Repairing Hearing and Understanding Problems
	5.3 Multimodal Resources used in Doing Correction
	5.4 Multimodal Resources in Elicitation Sequences
	5.5 Multimodal Resources in Explanation Sequences
	5.6 Multimodal Resources in ‘Orientations to Learning’
	5.7 Conclusion
6 Use of Multilingual Resources in L2 Classroom Interaction
	6.1 Introduction
	6.2 Teacher-Initiated Code-Switching
	6.3 Teacher-Induced Code-Switching
	6.4 Management of Student-Initiated Code-Switching
	6.5 Conclusion
7 Implications for Teaching in L2 Classrooms
	7.1 Introduction
	7.2 Management of Interactional Troubles
	7.3 Increased Awareness of UTP
	7.4 Multimodal Aspects of CIC
	7.5 Multilingual Aspects of CIC
	7.6 Learner Initiatives and Managing Epistemic, Multilingual, and Multimodal Resources
	7.7 Conclusion
8 Implications for Language Teacher Education
	8.1 Introduction
	8.2 Tracing the Development of CIC
	8.3 A Microscopic and Reflective Model for Language Teacher Education
	8.4 Conclusion
9 Discussion and Conclusion
	9.1 Introduction
	9.2 Research Ethics
	9.3 Future Directions
	9.4 Conclusion
Appendices
References
Index