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

@article{citeulike:4234495, 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. 10.1093/applin/amn032}, author = {Hellermann, John and Cole, Elizabeth}, citeulike-article-id = {4234495}, citeulike-linkout-0 = {http://dx.doi.org/10.1093/applin/amn032}, citeulike-linkout-1 = {http://applij.oxfordjournals.org/cgi/content/abstract/30/2/186?etoc}, doi = {10.1093/applin/amn032}, journal = {Applied Linguistics}, keywords = {communities\_of\_practice, conversation\_analysis, dyads, interaction, microgenetic, situated\_learning}, month = {October}, pages = {amn032+}, posted-at = {2009-06-22 00:09:51}, priority = {2}, title = {Practices for Social Interaction in the Language-Learning Classroom: Disengagements from Dyadic Task Interaction}, url = {http://dx.doi.org/10.1093/applin/amn032}, year = {2008} }

TY - JOUR ID - citeulike:4234495 L3 - citeulike-article-id:4234495 N2 - 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. 10.1093/applin/amn032 JF - Applied Linguistics TI - Practices for Social Interaction in the Language-Learning Classroom: Disengagements from Dyadic Task Interaction SP - amn032 KW - communities_of_practice KW - conversation_analysis KW - dyads KW - interaction KW - microgenetic KW - situated_learning AU - Hellermann, John AU - Cole, Elizabeth PY - 2008/10/21/ UR - http://dx.doi.org/10.1093/applin/amn032 ER -