Conversation Analysis in Language Teacher Education: An Approach for Reflection Through Action Research

Conversation Analysis in Language Teacher Education: An Approach for Reflection Through Action Research

Chris Carl HALE, Alexander NANNI & Daniel HOOPER

ÖZET
This paper outlines a practical approach for professional language teachers in secondary and adultlearning contexts to enhance their reflective teaching practices through conversation analysis-based action research. Conversation analysis (CA) can provide English as a foreign or second language (EFL/ESL) teachers with insights into not only classroom-discourse dynamics but also the language-learning processes of their learners. As exposure to CA becomes increasingly common in language teacher education programs, there is an opportunity to integrate CA with the broader curricular trends in teacher development and reflection. Action research is widely taught in such programs as its goal is to enhance teacher-awareness and lead to improved classroom practices. The paper will provide a framework for teachers to follow that is coherent, achievable, and above all, practical. Practicing ESL/EFL teachers present examples of their own classroom-based, CA action research from Japan, Thailand and the U.S. conducted with the aim of improving their own pedagogical awareness and situated classroom practices.

ABSTRACT
This paper outlines a practical approach for professional language teachers in secondary and adultlearning contexts to enhance their reflective teaching practices through conversation analysis-based action research. Conversation analysis (CA) can provide English as a foreign or second language (EFL/ESL) teachers with insights into not only classroom-discourse dynamics but also the language-learning processes of their learners. As exposure to CA becomes increasingly common in language teacher education programs, there is an opportunity to integrate CA with the broader curricular trends in teacher development and reflection. Action research is widely taught in such programs as its goal is to enhance teacher-awareness and lead to improved classroom practices. The paper will provide a framework for teachers to follow that is coherent, achievable, and above all, practical. Practicing ESL/EFL teachers present examples of their own classroom-based, CA action research from Japan, Thailand and the U.S. conducted with the aim of improving their own pedagogical awareness and situated classroom practices.

ANAHTAR KELİMELER: classroom practices, conversation analysis, professional development, action research

KEYWORDS: classroom practices, conversation analysis, professional development, action research

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