Why Conversation Analysis Matters to L2 Teaching and Learning

Research findings in linguistics have contributed to the development of the field of second language acquisition since its inception. However, it is only relatively recently that an interactional linguistics approach, conceptualizing language as a co-constructed semiotic resource and emergent phenomenon, has been utilized for research in the field. Our chapter introduces a rigorous method for the analysis of dialogic interaction (often spoken language data), called Conversation Analysis (CA), originally developed in the field of sociology. We discuss CA’s origins, core principles, and natural fit as a method for linguistic analysis. The chapter then surveys research that has used CA methods for understanding SLA including how CA methods played a role in reconceptualizing what it means to be competent in a language. Lastly, we present a short summary of one research study using CA methods, and two activities grounded in CA principles that language teachers might consider adding to their repertoire.