Learning a second language through classroom interaction

Abstract

This chapter tackles a number of the conceptual and methodological problems involved in analysing how L2 learning is related to classroom interaction from a Conversation Analysis (CA) perspective. The chapter consists of two sections: part 1 looks at socially-distributed cognition in L2 classroom interaction and part 2 at classroom interactional competence. The first part of the chapter argues that any conceptualisation of ‘learning’ in a classroom needs to consider the ways in which learning processes are embodied in classroom interaction. A brief introduction is provided to the CA position on socially-distributed cognition in conversation. We then develop a CA perspective on socially-distributed cognition and learning in relation to L2 classroom interaction. A data extract is analysed in relation to tracking of a learning item and in relation to learning processes.