Abstract
Although a great deal of research has investigated classroom discourse, just a small subset of this research has studied interaction together with learning. This chapter outlines studies of classroom discourse research that have foregrounded interaction and learning. The survey includes research from theoretical perspectives including Vygotskian sociocultural theory, ethnomethodological conversation analysis, and microethnography. The chapter concludes by outlining issues for the future including interactionally oriented definitions of learning, the use of more technologically sophisticated research tools, and more seamless connections between research and practice.
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Hellermann, J., Jakonen, T. (2015). Interactional Approaches to the Study of Classroom Discourse and Student Learning. In: King, K., Lai, YJ., May, S. (eds) Research Methods in Language and Education. Encyclopedia of Language and Education. Springer, Cham. https://doi.org/10.1007/978-3-319-02329-8_35-1
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DOI: https://doi.org/10.1007/978-3-319-02329-8_35-1
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