More and more academics and professionals now recognise the contribution that conversation analysis can make to their work. However, up to now there has been little attempt to explore the important relationship between this exciting and rapidly growing field and applied linguistics. The contributions to this collection, all written from the analytic perspective of CA, bring together experts from a range of professional fields in order to demonstrate how CA can make a significant contribution to professional practice.
As well as appealing to researchers and students in applied linguistics and the social sciences, the book's practical orientation will also make it valuable to specialists in a range of fields, including speech therapy, health communication, retailing, journalism and language teaching. The combination of academic and analytic rigour with strong practical relevance makes the collection essential reading for anyone with a serious interest in professional talk.
Notes on Editors and Contributors
List of Illustrations and Tables
Transcription Conventions
Foreword: Applied Linguistics and Conversation Analysis; P.Drew
Introduction; K.Richards
PART 1: SPEECH AND LANGUAGE THERAPY
Autistic Children's Co-ordination of Gaze and Talk: Re-examining the 'Asocial' Autist; P.Dickerson, J.Rae, P.Stribling, K.Dautenhahn & I.Werry
Co-Constructing Meaning in Acquired Speech Disorders: Word and Letter Repetition in the Construction of Turns; S.Bloch
A Comparison of a Mother and a Therapist Working on Child Speech; H.Gardner
PART 2: PROFESSIONAL DISCOURSE
Talking an Institution Into Being: The Opening Sequence in General Practice Consultations; J.Gafaranga & N.Britten
Would You Like To Do It Yourself? Service Requests and Their Non-Granting Responses; E.Vinkhuyzen & M.Szymanski
Social Identity and Language Choice in Bilingual Service Talk; M.C.Torras
University Students Resisting Academic Identity; B.Benwell & E.Stokoe
PART 3: NATIVE SPEAKER AND NON-NATIVE SPEAKER INTERACTION
Different Orientations to Grammatical Correctness; S.Kurhila
Sidestepping Grammar; J.Wong
Discrimination Due to Nonnative Speech Production? M.Egbert
PART 4: LANGUAGE LEARNING
The Organization of Off-task Talk in Second Language Classrooms; N.Markee
Vowel-marking as an Interactional Resource in Japanese Novice ESL Conversation; D.Carroll
Teaching Patterns of Interaction in English for Specific Purposes; A.Packett
Conversation Analysis as Research Methodology; P.Seedhouse
Bibliography
Index
KEITH RICHARDS is an Associate Professor at the Centre for English Language Teacher Education at the University of Warwick, UK. His research interests lie in the area of professional interaction and development, particularly in the field of Education. He is the author of Qualitative Inquiry in TESOL (2003) and Language and Professional Identity ( 2006).
PAUL SEEDHOUSE is Reader in Educational and Applied Linguistics in the School of Education, Communication and Language Sciences at the University of Newcastle, UK. His area of research interest is in applying CA methodology to institutional interaction. His publications include The Interactional Architecture of the Language Classroom ( 2004) and , as co-editor with Zhu Hua et al., Language Learning and Teaching as Social Interaction ( 2007).
Description
More and more academics and professionals now recognise the contribution that conversation analysis can make to their work. However, up to now there has been little attempt to explore the important relationship between this exciting and rapidly growing field and applied linguistics. The contributions to this collection, all written from the analytic perspective of CA, bring together experts from a range of professional fields in order to demonstrate how CA can make a significant contribution to professional practice.
As well as appealing to researchers and students in applied linguistics and the social sciences, the book's practical orientation will also make it valuable to specialists in a range of fields, including speech therapy, health communication, retailing, journalism and language teaching. The combination of academic and analytic rigour with strong practical relevance makes the collection essential reading for anyone with a serious interest in professional talk.
Contents
Notes on Editors and Contributors
List of Illustrations and Tables
Transcription Conventions
Foreword: Applied Linguistics and Conversation Analysis; P.Drew
Introduction; K.Richards
PART 1: SPEECH AND LANGUAGE THERAPY
Autistic Children's Co-ordination of Gaze and Talk: Re-examining the 'Asocial' Autist; P.Dickerson, J.Rae, P.Stribling, K.Dautenhahn & I.Werry
Co-Constructing Meaning in Acquired Speech Disorders: Word and Letter Repetition in the Construction of Turns; S.Bloch
A Comparison of a Mother and a Therapist Working on Child Speech; H.Gardner
PART 2: PROFESSIONAL DISCOURSE
Talking an Institution Into Being: The Opening Sequence in General Practice Consultations; J.Gafaranga & N.Britten
Would You Like To Do It Yourself? Service Requests and Their Non-Granting Responses; E.Vinkhuyzen & M.Szymanski
Social Identity and Language Choice in Bilingual Service Talk; M.C.Torras
University Students Resisting Academic Identity; B.Benwell & E.Stokoe
PART 3: NATIVE SPEAKER AND NON-NATIVE SPEAKER INTERACTION
Different Orientations to Grammatical Correctness; S.Kurhila
Sidestepping Grammar; J.Wong
Discrimination Due to Nonnative Speech Production? M.Egbert
PART 4: LANGUAGE LEARNING
The Organization of Off-task Talk in Second Language Classrooms; N.Markee
Vowel-marking as an Interactional Resource in Japanese Novice ESL Conversation; D.Carroll
Teaching Patterns of Interaction in English for Specific Purposes; A.Packett
Conversation Analysis as Research Methodology; P.Seedhouse
Bibliography
Index
Authors
KEITH RICHARDS is an Associate Professor at the Centre for English Language Teacher Education at the University of Warwick, UK. His research interests lie in the area of professional interaction and development, particularly in the field of Education. He is the author of Qualitative Inquiry in TESOL (2003) and Language and Professional Identity ( 2006).
PAUL SEEDHOUSE is Reader in Educational and Applied Linguistics in the School of Education, Communication and Language Sciences at the University of Newcastle, UK. His area of research interest is in applying CA methodology to institutional interaction. His publications include The Interactional Architecture of the Language Classroom ( 2004) and , as co-editor with Zhu Hua et al., Language Learning and Teaching as Social Interaction ( 2007).
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