Abstract
In this text we summarize the chapters contained in Part I. That is, after a short introduction to the specific research area addressed by the chapters, we briefly summarize the content of: Majlesi (this volume), Eskildsen (this volume), Musk (this volume) and Kunitz (this volume).
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Eskildsen, S. W. (this volume). Doing the daily routine: Development of L2 embodied interactional resources through a recurring classroom activity. In S. Kunitz, N. Markee, & O. Sert (Eds.), Classroom-based conversation analytic research: Theoretical and applied perspectives on pedagogy. Cham: Springer.
Eskildsen, S. W., & Majlesi, A. R. (2018). Learnables and teachables in second language talk: Advancing a social reconceptualization of central SLA tenets. Introduction to the special issue. The Modern Language Journal, 102, 3–10.
Garfinkel, H., & Sacks, H. (1970/1986). On formal structures of practical actions. In H. Garfinkel (Ed.), Ethnomethodological studies of work (pp. 160–193). London/New York: Routledge and Kegan Paul. (Original work published 1970).
Husserl, E. (1983). Ideas pertaining to a pure phenomenology and to a phenomenological philosophy. First book: General introduction to a pure phenomenology (F. Kersten, Trans.). Martinus Nijhoff.
Husserl, E. (1989). Ideas pertaining to a pure phenomenology and to a phenomenological philosophy. In Second book: Studies on the phenomenology of constitution (R. Rojcevicz & A. Schuwer, Trans.). Kluwer Academic Publishers. (Original work published 1952).
Kääntä, L., & Kasper, G. (2018). Clarification requests as a method of pursuing understanding in CLIL physics lectures. Classroom Discourse, 9(3), 205–226.
Kunitz. (this volume). Instruction-giving sequences in Italian as a foreign language classes: An ethnomethodological conversation analytic perspective. In S. Kunitz, N. Markee, & O. Sert (Eds.), Classroom-based conversation analytic research: Theoretical and applied perspectives on pedagogy. Cham: Springer.
Linell, P. (2009). Rethinking language, mind, and world dialogically. Interactional and contextual theories of human sense-making. Charlotte: Information Age Publishing.
Majlesi, A. R. (2014a). Finger dialogue. The embodied accomplishment of learnables in instructing grammar on a worksheet. Journal of Pragmatics, 64, 35–51.
Majlesi, A. R. (2014b). Learnables in action. The embodied achievement of opportunities for teaching and learning in Swedish as a second language classrooms. Linköping: Linköping University Press.
Majlesi, A. R. (this volume). The intersubjective objectivity of learnables. In S. Kunitz, N. Markee, & O. Sert (Eds.), Classroom-based conversation analytic research: Theoretical and applied perspectives on pedagogy. Cham: Springer.
Majlesi, A. R., & Broth, M. (2012). Emergent learnables in second language classroom interaction. Learning, Culture and Social Interaction, 1, 193–207.
Markee, N. (2015). Giving and following pedagogical instructions in task-based instruction: An ethnomethodological perspective. In C. Jenks & P. Seedhouse (Eds.), International perspectives on ELT classroom interaction (pp. 110–128). Basingstoke: Palgrave Macmillan.
Musk, N. (this volume). “How do you spell that?” Doing spelling in computer-assisted collaborative writing. In S. Kunitz, N. Markee, & O. Sert (Eds.), Classroom-based conversation analytic research: Theoretical and applied perspectives on pedagogy. Cham: Springer.
Schutz, A. (1967). The phenomenology of the social world. Chicago: Northwestern University Press. (Original work published 1932).
Somuncu, D., & Sert, O. (2019). EFL trainee teachers’ orientations to students’ non-understanding: A focus on task instructions. In H. T. Nguyen & T. Malabarba (Eds.), Conversation analytic perspectives on English language learning, teaching, and testing in global contexts (pp. 110–131). Bristol: Multilingual Matters.
Wong, J., & Olsher, D. (2000). Reflections on conversation analysis and nonnative speaker talk: An interview with Emanuel A. Schegloff. Issues in Applied Linguistics, 11(1), 111–128.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2021 Springer Nature Switzerland AG
About this chapter
Cite this chapter
Markee, N., Sert, O., Kunitz, S. (2021). Introduction to Part I. In: Kunitz, S., Markee, N., Sert, O. (eds) Classroom-based Conversation Analytic Research. Educational Linguistics, vol 46. Springer, Cham. https://doi.org/10.1007/978-3-030-52193-6_3
Download citation
DOI: https://doi.org/10.1007/978-3-030-52193-6_3
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-52192-9
Online ISBN: 978-3-030-52193-6
eBook Packages: EducationEducation (R0)