Focus on Oral Interaction

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Jenefer Philp. Focus on Oral Interaction

Acknowledgments

Series Editors’ Preface

Introduction

1 Oral Interaction

2 Oral Interaction: Purposes and Possibilities for Learning

3 Oral Interaction in the Primary Classroom Context: Research and Implications for Pedagogy

4 Oral Interaction in the High School Classroom Context: Research and Implications for Pedagogy

5 Oral Interaction: What We Know Now

Suggestions for Further Reading

Glossary

Transcription Conventions

References

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Firstly, thank you Patsy Lightbown and Nina Spada. We cannot imagine a more incredible editing team. We are truly grateful for your wise counsel, patience, and unflagging encouragement. Your perceptive feedback and indefatigable eye for detail have made all the difference.

Thanks also to the other amazing SLA people who set the scene, and taught us much: Rod Ellis, Sue Gass, Mike Long, and Alison Mackey.

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A special thanks to friends and colleagues within the field and especially those who helped with our research and generously shared their own data and insights: Rebecca Adams, Susan Duchesne, Mike Exell, Ellen Grote, Yvonne Haig, Noriko Iwashita, Judith Rochecouste, and Rita Tognini.

The series includes volumes on topics that are key for second language teachers of school-age children and each volume is written by authors whose research and teaching experience have focused on learners and teachers in this age group. While much has been written about some of these topics, most publications are either ‘how to’ methodology texts with no explicit link to research, or academic works that are designed for researchers and postgraduate students who require a thorough scholarly treatment of the research, rather than an overview and interpretation for classroom practice. Instructors in programs for teachers often find that the methodology texts lack the academic background appropriate for a university course and that the scholarly works are too long, too difficult, or not sufficiently classroom-oriented for the needs of teachers and future teachers. The volumes in this series are intended to bridge that gap.

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