By: Wai Wai Lwin
2) Brief Research Background: Conversation Analysis (CA) is a methodological approach originating from sociology that investigates the structured patterns of naturally occurring social interactions. In language education, particularly in EFL settings, CA offers insights into authentic conversational practices, such as turn-taking, repair strategies, and sequence organization. Although CA has been widely used as an analytical tool for classroom discourse, its application as a pedagogical approach to enhance learners’ interactional competence is less explored. Previous studies have shown that integrating CA principles into language instruction can improve learners’ understanding of communication norms, foster more authentic speaking practices, and positively influence learners’ attitudes toward language learning.
3) Research Objectives:
- To
explore how CA-informed teaching strategies influence the development of
interactional competence among EFL learners.
- To
assess the effectiveness of CA-based instruction in improving specific
conversational skills such as turn-taking, repair sequences, and
conversational coherence.
- To
investigate learners’ attitudes toward English language learning before
and after CA-informed pedagogical interventions.
- To
identify the pedagogical challenges and potential benefits of
implementing CA principles in EFL classrooms.
4) Research Keywords:
Conversation analysis, EFL, interactional competence, pedagogical approach,
classroom discourse, authentic talk, language learning attitudes,
conversational strategies.
5) Research Scope: This research encompasses EFL classrooms, primarily within adult learner populations in Asia, focusing on the implementation of CA-informed instructional methods over a short-term intervention (e.g., four weeks). It emphasizes spoken interactional skills, learners’ attitudes, and classroom discourse patterns, with data derived from authentic conversational transcripts, pre- and post-assessment scores, and learner reflections.
6) Related Literature Topics:
- Fundamentals
and development of Conversation Analysis (CA).
- CA’s
methodological principles and its application in analyzing classroom
discourse.
- CA’s
role in understanding and teaching second language interactional
practices.
- Studies
on interactional features such as turn-taking, repair, sequence
organization, and their pedagogical implications.
- Previous
research on CA-informed materials and their influence on learners’
interactional competence.
- Challenges
and limitations of applying CA in diverse pedagogical contexts.
- The
relationship between authentic interaction analysis and language
acquisition.
- The effect of CA-based teaching on learners’ motivation and attitudes.
7) Overall Research Framework:
The research adopts a mixed-methods design comprising quantitative and
qualitative components:
- Preparation
Phase: Review of literature;
development of CA-informed instructional materials based on authentic
conversational data.
- Implementation
Phase: Delivery of CA-based lessons
incorporating explicit instruction on interactional features over a fixed
period.
- Data
Collection: Pre- and post-tests of
speaking performance; transcription and analysis of authentic classroom
interactions; learner journal reflections.
- Analysis:
Quantitative comparison of performance scores using statistical tests;
qualitative discourse analysis to observe changes in interactional
behavior and attitudes.
- Outcome
Evaluation: Assessment of the
development of interactional competence; learners’ attitude shifts;
pedagogical feasibility and challenges.
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