# Download Applying Conversation Analysis by Keith Richards (ed.), Paul Seedhouse (ed.) PDF

By Keith Richards (ed.), Paul Seedhouse (ed.)

This ebook explores the connection among dialog research and utilized linguistics, demonstrating how the research of institutional speak can give a contribution to specialist perform. With a foreword via Paul Drew, the center of the gathering brings jointly researchers from quite a lot of utilized components, facing issues resembling language impairment and speech treatment, clinical basic perform, retailing, cross-cultural education, radio journalism, greater schooling and language educating and studying.

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Extra info for Applying Conversation Analysis

Example text

291) 01 02 11 12 13 14 Nancy: Vivian: Shane: let's watch Rocky three. 6) have you been watching it a lot? )well _ In Extract 3, Lerner notes that Vivian’s turn in line 12 could be addressed to any of the co-present parties (Nancy, Michael or Shane). However as she begins line 12, Vivian turns to look at Shane, a position she sustains until the end of line 14. Nancy and Michael each look up at Vivian, their gazes reaching her during ‘it’. Shane (who has been engaged in eating a forkful of food) turns towards Vivian during the silence in line 13.

Chris however continues to gaze at the robot and then brings his gaze to C1. As Chris’s gaze reaches C1, Tim moves his gaze from Chris to C2. By bringing his gaze to Chris as he starts his turn it is apparent that Tim’s question is (at least initially) being addressed to Chris. However, Chris displays a different proposal about what is underway. By moving his gaze from the robot to C1, Chris’s conduct suggests that that although he understands that an inquiry is underway, he does not treat himself (or does not wish to be treated) as its addressee.

G. Egbert 1998; Hosada 2000; Iles 1996; Jung 1999; Lazaraton 1997; Markee 1995, 2000; Seedhouse 2004; Wong 2000b) and it is interesting to note that CA featured as one of the three traditions chosen to feature in a recent special edition of Applied Linguistics on microanalyses of classroom talk (Zuengler and Mori 2002). The three chapters featured here approach language learning and teaching from very different perspectives, each of them important. Behind Numa Markee’s interest in a topic of current concern in AL (12), task-based learning, lies a radical shift in perspective on the concerns of classroom researchers.