Hostname: page-component-cd9895bd7-hc48f Total loading time: 0 Render date: 2024-12-28T10:26:26.749Z Has data issue: false hasContentIssue false
  • English
  • Français

Conversational Analysis in L2 Acquisition and Teaching

Published online by Cambridge University Press:  19 November 2008

Robin Scarcella
Get access Rights & Permissions [Opens in a new window]

Extract

Over the past ten years, conversational analysis “CA” has come to wield a significant influence on second language “L2” acquisition and teaching. It originally developed out of a school of sociology called ethnomethodology, develped by Garginkel (1967). Following the work of Garfinkel, Sacks and his colleagues, Schegloff and Jefferson, establised CA, the study of the structural organization of ordinary conversation,. Sack' lecture notes (1964–1972), which comprise appeoximately 2,000 pages, continue to provide a foundation for contemporary CA. In explaining why he developed a framework for CA, Sacks states:

Type
Process and product in sla
Information
Annual Review of Applied Linguistics , Volume 9 , March 1988 , pp. 72 - 91
Copyright
Copyright © Cambridge University Press 1988

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

UNANNOTATED BIBLIOGRAPHY

Altman, H.B. and James, C.V. (eds.) 1980. Foreign language teaching: Meeting individual needs. Oxford: Pergamon.Google Scholar
Atkinson, J.M. and Heritage, J. (eds.) 1984. Structures of social action: Srudies in conversational analysis. Cambridge: Cambridge University Press.Google Scholar
Au, K. and Jordan, C. T.. 1981. Participant structures in a reading lesson with Hawaiian childreb:Analysis of a culturally appropriate instryctiona event. Anthropoligy and education quarterly. 11. 2. 91–115.CrossRefGoogle Scholar
Bassano, F. and Chrison, M. A.. 1987. Developing successful coversation groups. In Long, M. H. and Richards, J. C. (eds.) Methodology in TESOL: A book of readings. New York: Harper and Row. 201–207Google Scholar
Bilmes, J. 1988. The concept of preference in conversational analysis. Language in society 17. 2. 161–181CrossRefGoogle Scholar
Bode, S., Whitley, C. G., and James, G., 1980. Listening in and speaking out. New York: Longman.Google Scholar
Bode, S., Whitley, C. G., and James, G., 1981. Losteing in and speaking out. Advanced. New York: Longman.Google Scholar
Bree, M. P. and Candlin, C. N.. 1980. Essentials of a communicative curriculum. Applied linguistics. 1. 1. 89–112.CrossRefGoogle Scholar
Brown, G. and Yule, G.. 1983. Teaching the spoken language. London: Cambridge University Press.Google Scholar
Button, G. and Lee, J. R. E. (eds.) 1987. Talk and social organization. Clevedon, Avon: Multilingual Matters.CrossRefGoogle Scholar
Canale, M. and Swain, M.. 1980. Theoretical bases of communicative approches to second language teaching and testing. Applied linguistics. 1. 1. 1–47CrossRefGoogle Scholar
Chaudron, C. 1986. Teachers' priorities in correcting learners' errors in French immersion classes. In Day, R. R. (ed.) Talking to learn: Conversation in second language acquisition. Rowley, MA: Newbury House. 64–84.Google Scholar
Cheng, L.-R.Assessing Asian language performance: Guidelines for evaluation limited English-proficient students. Rockville, MD: An Aspen Production.Google Scholar
Cummins, J. 1981. The role of primary language development in promotin educational success for language minority students. In California State Department of Education. Schooling and language minority students: A theoretical framework. Los Angeles: California State University Evalution, Dissemination and Assessment Center. [Bilingual Education Office. California State Department of Education.] 3–49Google Scholar
Delgado-Gaitan, C. 1987. Traditions and transitions in the learning process of Mexican children: An ethnographic view. In Spindler, G. and Spindler, L. (eds.) Interpretive ethnography of education at home and abroad. Hillsdale, NJ: Erlbaum. 333–354.Google Scholar
Doughty, C. and Pica, T.. 1986 ‘Information gap tasls ’: An aid to second language acquisition? TESOL quarterly. 20. 2. 305–325.CrossRefGoogle Scholar
Doyle, W. 1983. Academic work. Review of educational research. 53. 159–200.CrossRefGoogle Scholar
Duranti, A. 1988. Intentions, language, and social action in a Samoan context. Journal of pragmatics. 12. 1. 13–33.CrossRefGoogle Scholar
Edmondson, W. 1981. Spoken discourse: A model for analysis. London: Longman.Google Scholar
Enright, E.S. and Gomez, B.. 1985. PRO-ACT: Six strategies for organizingt peer inter-action in elementary classrooms. NABE journal. 9. 3. 431–453.CrossRefGoogle Scholar
Enright, E.S. and McCloskey, M.. 1988. Integrating English: Developing English Language and literacy in the multilingual classroom. Reading, MA: Addison-Wesley.Google Scholar
Erickson, F. 1982. The counselor as gatekeeper: social interaction in inteviews. New York: Acadimic Press.Google Scholar
Erickson, F.. and Mohatt, G.. 1982. Cultural organization of participation structures in two classroms of Indian students. In Spindler, (ed.) Doing the ethnography of schooling. New York: Holt, Rinehart and Winston. 105–119.Google Scholar
Ervin-Tripp, S. and Michell-kernan, C.. 1977. Child discourse. New York: Acadimic Press.Google Scholar
Garfinkel, H. 1967. Studies in ethnomethodology. Englewood Cliffs, NJ: Prentice Hall.Google Scholar
Gass, S. M. and Madden, C. G. (eds.) 1985. Input in second language acquisition. Rowley, MA: Newbury House.Google Scholar
Gibbs, R. and Mueller, R.. 1988. Conversational sequences and preference for indirect speech acts. Discourse processes. 11. 1. 101–116.CrossRefGoogle Scholar
Gibson, M. A. 1987. Pujabi immigrants in an American high school. In Spindler, G. and Spindler, L. (eds.) Interpretive ethnography of education at home and abroad. Hillsdale, NJ: Erlbum. 281–310.Google Scholar
Goodwin, C. 1981. Conversational organization. New York: Academic Press.Google Scholar
Gumperz, J. (ed.) 1982. Language and social identity. Cambridge: Cambridge University Press.Google Scholar
Haas, A. 1984. Site report: Computational linguistics at BBN labs. Computational linguistics. 10. 215–218.Google Scholar
Harris, Z. S. 1952. Discourse analysis. Language. 28. 1–30.CrossRefGoogle Scholar
Hatch, E., 1978. Discourse analysis abs second language acquisition. In Hatch, E. (ed.) Second language acquisition: A book of readings. Rowley, MA: Newbury House. 401–435.Google Scholar
Hatch, E., 1978. Psycholinguistics. Rowley, MA: Newbury House.Google Scholar
Heath, S. B.. 1986. Sociocultural contexts of language development. In Beyond language: Social and cultural factors in schooling language minority students. Los Angeles: California State University Evaluation, Dissemination and Assessment center 143–186. [Bilingual Education office. California State Department of Education.]Google Scholar
Heritage, J. 1984. Garfinkel and ethnomethodology. Cambridge: Potity.Google Scholar
Holmes, J. 1986. Functions of you know in women's and men's speech. Language in society. 15. 1. 1–22.CrossRefGoogle Scholar
Hymes, D. 1986. Discourse: Scope without depth. International Journal of the sociology of language. 57. 49–89.CrossRefGoogle Scholar
Jakobitz, L. and Gordon, B.. 1980. Language teaching vs. the teaching of talk. International journal of psycholinguistics. 6. 4. 5–22.Google Scholar
Johnson, K. 1982. Communicative syllabus design and methodology. Oxford: Pergamon.Google Scholar
Johnson, K. and Morrow, K.. 1979. Communicate. Cambridge: Cambridge University Press.Google Scholar
Johnson, K. and Morrow, K.. (eds.) 1978. Functional materials and the classrom teacher. Reding, UK: University of Reading Centre for Applied Language Studies.Google Scholar
Jordan, C. 1985. Translating culture: Form ethnographic information to educational program. Anthropology and education quarterly. 6. 2. 105–123.CrossRefGoogle Scholar
Kagan, S. 1986. Cooperative learning and sociocultural factors in schooling. In Beyond language: Social and culatral factors in schooling language minority students. Los Angeles: [Bilingual Education Office. California Department of Education.]Google Scholar
Keller, E. 1976. Gambits. TESL talk. 7. 2. 18–21.Google Scholar
Kellerman, E.et al. Forthcoming. Lexical gaps and the cyclical nature of compensating strategies in second language performance. In Scarcells, R., Andersen, E. S., and Krashen, S. D. (eds.) Developing communicative competence in a second Language. New Yirk: Harper and Row.Google Scholar
Krashen, S. D. and Terrell, T. D.. 1983 The natural approach. Hayward, CA: Alemany Press.Google Scholar
Lebauer, R. 1988. Learn to listen: Listen to learn—An advanced ESL/EFL lecture comprehension and note-taking textbook. Englewood Cliffs, NJ: Prentice-Hall.Google Scholar
Levinson, S. 1983. Pragmatics. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Long, M. H. 1980. Input, interaction and second language acquisition. Los Angeles: University of California. ph.D. diss.Google Scholar
Long, M. H. 1981. Input, interaction, and second language acquisition. In Winitz, H. (ed.) Native language and foreign language acquisition. New York: New York Academy of sciences. 259–278. [Annals of the New York Academy of Sciences, 379.]Google Scholar
Long, M. H. 1983. Linguistic and conversational adjustments to non-native speakers. Studies in second language acquisition. 5. 177–249.CrossRefGoogle Scholar
Long, M. H. and Porter, P. A.. 1985. Group work, interlanguage talk and second language acquisition. TESOL quarterly. 19. 2. 207–228.CrossRefGoogle Scholar
Long, M. H. and Sato, C. J.. 1983. Classroom foreigner talk discourse: Forms and functions of teachers' questions. In Seliger, H. W. and Long, M. H. (eds.) Classroom-oriented research in second language acquisition. Rowley, MA: Newbury House. 268–285.Google Scholar
Long, M. H., et al. 1976. Doing things with words—verbal interaction in lockstep and small group classroom situations. In Fanselow, J. and Crymes, R. (eds.) On TESOL'76. Washington, DC: TESOL. 137–153.Google Scholar
Macias, J. 1987. The hidden curriculum of Papago teachers: American Indian strategies for mitigating cultural discontinuity in early schooling. In Spindler, G. and Spindler, L. (eds.) Interpretive ethnography of education at home and abroad. Hillsdale, NJ: Erlbaum. 363–384.Google Scholar
McLaughlin, M. 1984. Conversation: How talk is organized. Newbury Park, CA: Sage Publications.Google Scholar
McTear, M. 1985. Children's conversation. Oxford: Basil Blackwell.Google Scholar
Mehan, H. 1974. Accomplishing classroom lessons. In Cicourel, A. V. (eds.) Language and school performance. New York: Academic Press. 76–142.CrossRefGoogle Scholar
Michaels, S. 1980. Sharing time: Children's narrative styles and differential access to literacy. Language in society. 10.423–443.CrossRefGoogle Scholar
Miller, P. and Sperry, L. L.. 1988. Early talk about the past: The origins of conversational stories of personal experience.. Journal of child language.15.2.293–316.CrossRefGoogle ScholarPubMed
Moerman, M. 1988.Talking culture: Ethnography and conversational analysis. Philadelphia, PA: University of Pennsylvania Press.CrossRefGoogle Scholar
Morrow, K. 1981. Priniciples of communicative methodology. In Johnson, K. and Morrow, K. (eds.) Communication in the classroom. Essex: Longman. 53–68.Google Scholar
Munby, J. 1978. Communicative syllabus design. Cambridge: Cambridge University Press.Google Scholar
Neu, J. Forthcoming. Assessing the role of nonverbal communication in the acquisition of communicative compertence in s second language. In Scarcella, R., Andersen, E. S., Krashen, S. D. (eds.) Developing communicative competence in a second language. New York: Harper and Row.Google Scholar
Noguchi, R. R. 1987. The dynamics of rule conflict in English and Japanese conversation. International review of applied linguistics. 25. 1. 15–24.CrossRefGoogle Scholar
Ochs, E. 1987. Input. A socio-culturall perspective. In Hickman, M. (ed.) Social and functional approaches to language and thought. New York: Academic Press. 305–319.Google Scholar
Ochs-keenan, E. 1974. Conversational competence in children. Journal of child language. 1. 163–183.CrossRefGoogle Scholar
Ochs-keenan, E. and Klein, E.. 1975. Coherency in children's discourse. Journal of psycholinguistic research. 4. 365–378.CrossRefGoogle Scholar
Ogbu, J. and Matute-Bianchi, M. E.. 1986. Understading sociocultural factors: Knowledge, indentity and school adjustment. In Beyond language: social and cultural factors in schooling language minority students. Los Angeles: California State University Evaluation, Dissemination and Assessment Center. 73–142. ([Bilingual Education Office, California State Department of Education.])Google Scholar
Olsen, L. 1988. Crossing the schoolhouse border: Immigrant students and the California public schools. San Francisco: A California Tomorrow Policy Research Report.Google Scholar
Olynyk, M., d'Anglejan, A., and Sankoff, D.. Forthcoming. A quantitative and qualitative analysis of speech markers in the native and second language speech of bilinguals. In Scarcella, R., Andersen, E. S., and Krashen, S. D. (eds.) Developing communicative competence in second language. New York: Harper and Row.Google Scholar
Omaggio, A. 1986. Teaching language in context: Proficiency-oriented instruction. Boston, MA: Heinle and Heinle.Google Scholar
Owen, M. 1981. Conversational units and the use of well… In Werth, P. (ed.) Conversation and discourse. New York: St. Martin's Press. 99–116.Google Scholar
Peck, S. 1987. Signs of learning: Child nonative speakers in tutoring sissions with a child native speaker. Language learning. 37. 4. 545–572.CrossRefGoogle Scholar
Philips, S. U. 1972. Participant structures and communicative competence: Warm Spring Indian children in community and classroom. In Cazden, C., Hymes, D., and Vera, J. P. (eds.) Functions of language in the classroom. New York: Teachers College Press.Google Scholar
Philips, S. U. 1973. The invisible culture: Communication in classroom and community on the Warm Spring Indian Reservation. New York: Teachers College Press.Google Scholar
Piazza, R. 1987. Conversational analysis: A review of the literature from the perspective of sequencing. International review of applied linguistics. 25. 14. 317–335.Google Scholar
Pica, T. 1988. Interlanguage adjustments as an outcome of NS-NNS negotiated interaction. Language learning. 38. 1. 45–74.CrossRefGoogle Scholar
Pica, T.Doughty, C.. 1985a. Input and interaction in the communicative language classroom: A comparison of theacher-fronted and group activities. In Gass, S. M. and Madden, C. G. (eds.) Input and second language acquisition. Rowley, MA: Newbury House. 115–132.Google Scholar
Pica, T.Doughty, C.. 1985b. The role of group work in classroom second language acquisition. In Faerch, C. and Kasper, G. (eds.) Foreign language learning in classroom setting. Studies in second language acquisition. 233–248. [Special issue 7.]Google Scholar
Pica, T.Doughty, C.. 1988. Variations in classroom interaction as a function of participation pattern and task. In Fine, J. (ed.) Second language discourse: A textbool of current research. Norwood, NJ: Ablex. 41–56.Google Scholar
Pica, T. and Long, M.. 1986. The linguistic and conversational performance of experienced and inexperienced teachers. In Day, R. R. (ed.) Talking to learn: Conver-sation in second language acquisition. Rowley, MA: Newbury House. 85–98.Google Scholar
Pica, T. and Young, R.. 1986. Making input comprehensible: Do conversational modifications help? International review of applied lingusitics.CrossRefGoogle Scholar
Pike, K. 1976. Language in relation to a unified theory of human behavior 2nd ed.The Hague: Mouton.Google Scholar
Richard-Amato, P. 1988. Making it happen. London: Longman.Google Scholar
Riley, P.. (ed.) 1985. Discourse and learning. London: Longman.Google Scholar
Romaine, S. 1986. The language of children and adolescents: The acquisition of communicative competence. Oxford: Basil Blackweel.Google Scholar
Sacks, H. 1972. An initial investigation of the usability of conversational data for doing sociology. In Sudnow, D. (ed.) Studies in social interaction. New York: The Free Press. 31–74.Google Scholar
Sacks, H., Schegloff, E., and Jefferson, G.. 1974. A simplest systiematics for the organization of turn-taking in conversations. Language. 50. 696–735.CrossRefGoogle Scholar
Sacks, J. 1964-1972. Unpublished transcribed lectures Irvine, CA: University of California. [Transcribed and indexed by G. Jefferson.]Google Scholar
Sato, C. 1986. Conversation and interlanguage development: Rethinking the connection. In Day, R. R. (ed.) Talking to learn: conversation in second language acquisition. Rowley, MA: Newbury House. 23–45.Google Scholar
Sato, C. 1988. Origins of complex synatx in interlanguage development. Studies in Second language acquisition. 10. 3. 371–396.CrossRefGoogle Scholar
Scarcella, R. 1982. Discourse accent in second language production. In Selinker, L. and Gass, S. (eds.) Language transfer in language learning. Rowley, MA: Newbury House. 306–326.Google Scholar
Scarcella, R. 1983. Developmental trends in the acquisition of conversational competence by adult second language learners. In Wolfson, N. and Judd, E. (eds.) Sociolinguistics and language acquisition. Rowley, MA: Newbury House. 175–183.Google Scholar
Scarcella, R. and Brunak, J.. 1981. On speaking politely in a second language. International journal of the sociology of language. 30. 59–75.Google Scholar
Schachter, J. 1986. Three approaches to the study of input. Language learning. 36. 2. 211–225.CrossRefGoogle Scholar
Schegloff, E. A. 1968. Sequencing in conversational openings. American anthropologist. 70. 1075–1095.CrossRefGoogle Scholar
Schegloff, E. A. 1988. Presequences and indirection: Applying research act theory to ordinary conversation. Journal of pragmatics. 12. 1. 55–62.CrossRefGoogle Scholar
Schegloff, E. A. and Sacks, H.. 1973. Opening up closings. Semiotica. 7. 289–327.Google Scholar
Schegloff, E. A.Jefferson, G., and Sacks, H.. 1977. The preference for self-correction in the organization of repair in conversation. Language. 53. 361–382.CrossRefGoogle Scholar
Schieffelin, B. B. and Ochs, E. 1977. Language socialization across cultures. Cambridge: Cambridge University Press.Google Scholar
Schinke-Llano, L. 1986. Foreigner talk in joint cognitive activities. In Day, R. R. (ed.) Talking to learn: conversation in second language acquisition. Rowley, MA: Newbury House. 99–117.Google Scholar
Scollon, R. T. 1974. One child's language from one to two: The origins of construction. Honolulu: University of Hawaii. ph.D.diss.Google Scholar
Scollon, R. T. and Scollon, S. B. K.. 1981. Narrative, literacy and face in interethnic communication. Norwood, NJ: Ablex.Google Scholar
Singh, R., Lele, J., and Martohardjono, G.. 1988. Communication in a multilingual society: Some opportunities missed. Language in society. 17. 43–59.CrossRefGoogle Scholar
Slaughter, H. B. 1988. A sociolinguistic paradigm for bilingual language proficiency assessment. In Fine, J. (ed.) Second language discourse: A textbook of current research. Norwood, NJ: Ablex. 89–123.Google Scholar
Spindler, G. and Spindler, L. (eds.) 1987. Interpretive ethnography of education: At home and abroad. Hillsdale, NJ: Erlbaum.Google Scholar
Stalpers, J. 1988. The maturity of discourse analysis. Language in society. 17. 87–97.CrossRefGoogle Scholar
Stubbs, M. 1983. Discourse analysis. Chicago: University of Chicago Press.Google Scholar
Swain, M. 1986. communicative competence: Some roles of comprehensible input and comprehensible output in its development. In Gass, S. M. and Madden, C. G.Input in second language acquisition. Rowley, MA: Newbury House. 235–256.Google Scholar
Tannen, D. 1986. That's not what I meant: How conversational style makes or breaks our relationships with others. New York: Williwm Morrow and Company.Google Scholar
Tannen, D. and Saville-Troike, M. (eds.) 1985. Perspectives on silence. Norwook, NJ: Ablex.Google Scholar
Tarone, E. 1977. Conscious communication strategies in interlanguage: A progrees report. In Brown, H., Yorio, C. A., and Crymes, R. H. (eds.) On TESOL'77. washington, DC: TESOL. 194–203.Google Scholar
Taylor, T. and Cameron, D. (eds.) 1987. Analysis conversation: Rules and units in the structure of talk. London: Pergamon.Google Scholar
van, Ek J. A 1975. The threshold level. Strasbourg: Coucil of Europe.Google Scholar
van, Ek J. A 1976. The threshold level for modern language learing in schools. Strasbourg: Committee for General and Technical Education. Council of Europe.Google Scholar
Wells, C. G. 1986. The meaning makers: Children learning language and using language to learn. Portsmouth, NH: Heinemann Educational Books.Google Scholar
Wilkins, D. A. 1976. Notional syllabuses. Oxford: Oxford University Press.Google Scholar
Yule, G. and Tarone, E. Forthcoming. On the role of communication strategies in second language performance. In Scarcella, R., Andersen, E. S., and Krashen, S. D. (eds.) Developing communicative competence in a second language. New York: Harper and Row.Google Scholar