Classroom interaction has long been a rich site for scholarly research,as attested by the sizable body of literature surrounding classroom discourse.This paper reviews three frameworks currently informing studies of L...Classroom interaction has long been a rich site for scholarly research,as attested by the sizable body of literature surrounding classroom discourse.This paper reviews three frameworks currently informing studies of L2and FL classroom talk,with a focus on qualitative analyses of turn-by-turn talk between teachers and students,and amongst students themselves.Findings from studies working within(1)language socialization and sociocultural theory,(2)critical discourse analysis,and(3)conversation analysis are explored,along with the ways in which these frameworks complement and complicate one another.Finally,we briefly consider possible areas of further research and implications for teacher training.展开更多
文摘Classroom interaction has long been a rich site for scholarly research,as attested by the sizable body of literature surrounding classroom discourse.This paper reviews three frameworks currently informing studies of L2and FL classroom talk,with a focus on qualitative analyses of turn-by-turn talk between teachers and students,and amongst students themselves.Findings from studies working within(1)language socialization and sociocultural theory,(2)critical discourse analysis,and(3)conversation analysis are explored,along with the ways in which these frameworks complement and complicate one another.Finally,we briefly consider possible areas of further research and implications for teacher training.
