Skip Navigation


Applied Linguistics Advance Access originally published online on October 21, 2008
Applied Linguistics 2009 30(2):186-215; doi:10.1093/applin/amn032
This Article
Right arrow Full Text
Right arrow Full Text (PDF)
Right arrow All Versions of this Article:
30/2/186    most recent
amn032v1
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to My Personal Archive
Right arrow Download to citation manager
Right arrowRequest Permissions
Google Scholar
Right arrow Articles by Hellermann, J.
Right arrow Articles by Cole, E.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Connotea   Add to Del.icio.us  
What's this?

© Oxford University Press 2008

Practices for Social Interaction in the Language-Learning Classroom: Disengagements from Dyadic Task Interaction

John Hellermann and Elizabeth Cole

Portland State University


  Abstract

Using conversation analysis and situated learning theory, in this paper we analyze the peer dyadic interactions of one adult learner of English in class periods 16 months apart. The analyses in the paper present microgenetic and longitudinal perspectives on the learner's increasing participation in his classroom communities of practice. The focus of the analyses is on the language practices for a social action that is not taught explicitly by the instructors—disengaging from teacher-assigned dyadic task interactions. The tasks from which the learner disengages are serial dyadic interaction tasks. In these tasks, a learner engages with a number of different classmates doing the same task consecutively. The serial dyadic interaction task design is shown to offer students ongoing opportunities to develop interactional routines for social actions and language practices needed to accomplish habitual actions such as opening and disengaging from their dyadic task interactions.

Received for publication 1 May 2008.
Add to CiteULike CiteULike   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us    What's this?




Disclaimer: Please note that abstracts for content published before 1996 were created through digital scanning and may therefore not exactly replicate the text of the original print issues. All efforts have been made to ensure accuracy, but the Publisher will not be held responsible for any remaining inaccuracies. If you require any further clarification, please contact our Customer Services Department.