Conversation Analytic Perspectives on English Language Learning, Teaching and Testing in Global Contexts / / ed. by Hanh thi Nguyen, Taiane Malabarba.

• Superior document: Title is part of eBook package: De Gruyter EBOOK PACKAGE COMPLETE 2019 English
• MitwirkendeR: Greer, Tim,; Hauser, Eric,; Lee, Josephine,; Li, Jingya,; Malabarba, Taiane,; Moore, Leslie C.,; Nguyen, Hanh thi,; Pourhaji, Mostafa,; Sayer, Peter,; Sert, Olcay,; Somuncu, Dilara,; Vanessa, Maria,; Wagner, Johannes,; Wind Eskildsen, Søren,; thi Nguyen, Hanh,
• HerausgeberIn: Malabarba, Taiane,; Nguyen, Hanh thi,
• Place / Publishing House: Bristol ;, Blue Ridge Summit : : Multilingual Matters, , [2019]; ©2019
• Year of Publication: 2019
• Language: English
• Series: New Perspectives on Language and Education
• Physical Description: 1 online resource

This edited volume brings together 10 cutting-edge empirical studies on the realities of English language learning, teaching and testing in a wide range of global contexts where English is an additional language. It covers three themes: learners' development of interactional competence, the organization of teaching and testing practices, and sociocultural and ideological forces that may impact classroom interaction. With a decided focus on English-as-a-Foreign-Language contexts, the studies involve varied learner populations, from children to young adults to adults, in different learning environments around the world. The insights gained will be of interest to EFL professionals, as well as teacher trainers, policymakers and researchers.

Table of Contents

Frontmatter -- Contents -- Acknowledgements -- Contributors -- 1. Introduction: Using Conversation Analysis to Understand the Realities of English-as-a-Foreign-Language Learning, Teaching and Testing -- Part 1: Learners' Development of Interactional Competence -- 2. Embodied and Occasioned Learnables and Teachables in an Early EFL Classroom -- 3. Developing Interactional Competence in a Lingua Franca at the Workplace: An Ethnomethodologically Endogenous Account -- Part 2: Teaching and Testing Practices as Dynamic Processes -- 4. Looking Beyond IRF Moves in EFL Classroom Interaction in China -- 5. EFL Trainee Teachers' Orientations to Students' Non-understanding: A Focus on Task Instructions -- 6. Handling Unprepared-for Contingencies in an Interactional Language Test: Student Initiation of Correction as a Collaborative Accomplishment -- 7. Closing Up Testing: Interactional Orientation to a Timer During a Paired EFL Oral Proficiency Test -- Part 3: Sociocultural and Ideological Forces in Language Teaching -- 8. The 'Power Game': Interactional Asymmetries in EFL Collaborative Language Teaching -- 9. Collision of Centripetal and Centrifugal Forces in Iranian EFL Classroom Interaction -- 10. 'In English, Sorry': Participants' Orientation to the English-only Policy in Beginning-level EFL Classroom Interaction -- 11. Teaching English in Marginalized Contexts: Constructing Relevance in an EFL Classroom in Rural Southern Mexico -- 12. Commentary: Fault Lines in Global EFL -- Index