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From Conversation to Interaction: A Pedagogical Exploration of Applying Conversation Analysis in EFL Classrooms

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Title: From Conversation to Interaction: A Pedagogical Exploration of Applying Conversation Analysis in EFL Classrooms
Language: English
Authors: Xiao Han (ORCID 0000-0003-4949-7196)
Source: TESL-EJ. 2024 28(3).
Availability: TESL-EJ. e-mail: editor@tesl-ej.org; Web site: http://tesl-ej.org
Peer Reviewed: Y
Page Count: 24
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Adult Education
Higher Education
Postsecondary Education
Descriptors: Discourse Analysis, Communicative Competence (Languages), English (Second Language), Second Language Learning, Second Language Instruction, Teaching Methods, Student Attitudes, Learning Processes, Interpersonal Competence, Self Esteem, Speech Communication, Language Teachers, Language Attitudes, Interaction Process Analysis, Mandarin Chinese, Native Language, Language Tests, College Students, Student Characteristics
Assessment and Survey Identifiers: International English Language Testing System
ISSN: 1072-4303
Abstract: Within the communicative language teaching approach, current instructional materials often lack explicit guidance or fail to provide L2 learners with a wide range of resources in the target language. Conversation analysis (CA), which focuses on authentic talk, has been proposed as a potential resource for language classrooms. This study examines the effectiveness of using CA as a pedagogical approach in an EFL classroom and its impact on learners' attitudes toward English language learning. The study engaged eight adult learners in a structured program, encompassing a pre-test, a 4-week explicit CA-informed instruction, and a post-test. After four weeks, learners demonstrated progress in their knowledge and skills of interaction, different aspects of English speaking, interactional competence, and confidence in speaking English. Additionally, the CA-informed instruction positively influenced learners' attitudes toward English language learning and their appreciation of interactional features. The results strongly suggest that language teachers should consider incorporating CA insights into their teaching practices to enhance both linguistic and attitudinal outcomes.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1451961
Database: ERIC
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  Data: From Conversation to Interaction: A Pedagogical Exploration of Applying Conversation Analysis in EFL Classrooms
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  Data: Within the communicative language teaching approach, current instructional materials often lack explicit guidance or fail to provide L2 learners with a wide range of resources in the target language. Conversation analysis (CA), which focuses on authentic talk, has been proposed as a potential resource for language classrooms. This study examines the effectiveness of using CA as a pedagogical approach in an EFL classroom and its impact on learners' attitudes toward English language learning. The study engaged eight adult learners in a structured program, encompassing a pre-test, a 4-week explicit CA-informed instruction, and a post-test. After four weeks, learners demonstrated progress in their knowledge and skills of interaction, different aspects of English speaking, interactional competence, and confidence in speaking English. Additionally, the CA-informed instruction positively influenced learners' attitudes toward English language learning and their appreciation of interactional features. The results strongly suggest that language teachers should consider incorporating CA insights into their teaching practices to enhance both linguistic and attitudinal outcomes.
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      – Text: English
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        PageCount: 24
    Subjects:
      – SubjectFull: Discourse Analysis
        Type: general
      – SubjectFull: Communicative Competence (Languages)
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      – SubjectFull: English (Second Language)
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      – SubjectFull: Interaction Process Analysis
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