Theorizing Pedagogical Interaction: Insights from Conversation Analysis

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Routledge, Nov 6, 2015 - Education - 170 pages
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Pedagogical interaction can be observed through many different landscapes, such as the graduate seminar, the writing skills center, the after-school literacy program, adult ESL classrooms, and post-observation conferences. By viewing these settings through the lens of conversation analysis, this volume lays the groundwork for three principles of pedagogical interaction: competence, complexity, and contingency. The author explores these principles and how they inform what makes a good teacher, how people learn, and why certain pedagogical encounters are more enlightening than others. Drawn from the author’s original research in various pedagogical settings, this volume collects empirical insights from conversation analysis and contributes to theory building.

Theorizing Pedagogical Interaction will appeal to students and scholars in applied linguistics, educational linguistics, and communication studies who are interested in the discourse of teaching and learning.

 

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Contents

1 Introduction
1
2 Issues in Classroom Discourse
14
3 Conversation Analysis
45
4 Principle of Competence
60
5 Principle of Complexity
95
6 Principle of Contingency
122
7 Competence Complexity and Contingency
146
Appendix
153
Index
155
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About the author (2015)

Hansun Zhang Waring is Associate Professor of Applied Linguistics & TESOL at Teachers College, Columbia University, USA.

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