Publication: Conversation analysis in language teacher education: An approach for reflection through action research
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Issued Date
2018-01-01
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ISSN
13005340
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2-s2.0-85049947468
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Mahidol University
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SCOPUS
Bibliographic Citation
Hacettepe Egitim Dergisi. Vol.33, No.Special Issue (2018), 54-71
Suggested Citation
Chris Carl Hale, Alexander Nanni, Daniel Hooper Conversation analysis in language teacher education: An approach for reflection through action research. Hacettepe Egitim Dergisi. Vol.33, No.Special Issue (2018), 54-71. doi:10.16986/HUJE.2018038796 Retrieved from: https://repository.li.mahidol.ac.th/handle/123456789/47447
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Title
Conversation analysis in language teacher education: An approach for reflection through action research
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Abstract
© 2018, Hacettepe University. All rights reserved. This paper outlines a practical approach for professional language teachers in secondary and adult-learning contexts to enhance their reflective teaching practices through conversation analysis-based action research. Conversation analysis (CA) can provide English as a foreign or second language (EFL/ESL) teachers with insights into not only classroom-discourse dynamics but also the language-learning processes of their learners. As exposure to CA becomes increasingly common in language teacher education programs, there is an opportunity to integrate CA with the broader curricular trends in teacher development and reflection. Action research is widely taught in such programs as its goal is to enhance teacher-awareness and lead to improved classroom practices. The paper will provide a framework for teachers to follow that is coherent, achievable, and above all, practical. Practicing ESL/EFL teachers present examples of their own classroom-based, CA action research from Japan, Thailand and the U.S. conducted with the aim of improving their own pedagogical awareness and situated classroom practices.