Winner of the MLA Kenneth W. Mildenberger Prize 2005

This monograph provides a model of the organisation of L2 classroom interaction and a practical methodology for its analysis. The main thesis is that there is a reflexive relationship between pedagogy and interaction in the L2 classroom; this relationship is the foundation of its context-free architecture.

• Explains the basic principles of Conversation Analysis and reviews the literature on L2 classroom interaction.
• Portrays the reflexive relationship between the pedagogical focus of the interaction and the organisation of turn-taking, sequence and repair.
• Describes the overall organisation of L2 classroom interaction and illustrates the use of the analytical methodology.
• Considers how Conversation Analysis can contribute to the research agendas of Applied Linguistics and Second Language Acquisition.

Dr. Paul Seedhouse is Postgraduate Research Director in the School of Education, communication and Language Sciences at the University of Newcastle upon Tyne, UK. After teaching ESOL, German and French in five different countries, he has published widely in journals of applied linguistics, language teaching and pragmatics and has edited the forthcoming collection Applying Conversation Analysis.