How can insights from conversation analysis be directly applied to teaching L2 pragmatics?

By Thorsten Huth, Carmen Taleghani-Nikazm. 2006

144 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/80fcf78fadf1c7295844a26dffa15dcf51b1766d

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Experimental and Cognitive Psychology

1. Anne-Marie Barraja-Rohan
2. Nancy Bell
3. John Hellermann

In Language and Linguistics

1. Anne-Marie Barraja-Rohan
2. Nancy Bell
3. John Hellermann
4. Sadiq Abdulwahed Ahmed Ismail
5. Zeki Arsal

Citations in the corpus

• Learning about and through humor in the second language classroom (2009, background): “Many of these fall under the class of awareness-raising or inductive activities that have grown out of the focus-on-form research and which research has suggested can facilitate second language acquisition (Crandall and Basturkmen, 2004; Lucas, 2005; Huth and Taleghani-Nikazm, 2006).”
• Looking for Evidence of Language Learning in Practices for Repair: A Case Study of Self‐Initiated Self‐Repair by an Adult Learner of English (2009, methodology): “…in CA have begun to suggest ways that language acquisition research might be approached using CA methods—in classroom settings (Hellermann, 2007, 2008; Huth, 2006; Huth & Taleghani-Nikazm, 2006; Mondada & Pekarek Doehler, 2004) and non-classroom settings (Brouwer & Wagner, 2004; Wootton, 1997).”
• Using conversation analysis in the second language classroom to teach interactional competence (2011, background): “It is hoped that other studies besides Packett (2005) and Huth and Taleghani-Nikazm (2006) will follow since CA is now recognized for the insights it brings to L2 research and teaching.”