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• COVER PAGE
• SECOND LANGUAGE ACQUISITION RESEARCH THEORETICAL AND METHODOLOGICAL ISSUES
• TITLE PAGE
• COPYRIGHT PAGE
• FOREWORD
• ACKNOWLEDGMENTS
• LIST OF ABBREVIATIONS
• I: ISSUES AND DEFINITIONS
• Chapter 1: Overview of SLA Studies
• 1.0. INTRODUCTION
• 1.1. TOWARD A DEFINITION OF SLA STUDIES
• 1.2. THE DISCOURSE HYPOTHESIS
• 1.3. THE SOCIAL INTERACTION HYPOTHESIS
• 1.4. THE INTERACTIONS! HYPOTHESIS
• 1.5. CONCLUSION
• Chapter 2: Conversation Analysis: A Resource for Reconceptualizing SLA Studies
• 2.0. INTRODUCTION
• 2.1. TOWARD A DEFINITION OF CA
• 2.2. CA: EPISTEMOLOGICAL AND METHODOLOGICAL CONSIDERATIONS
• 2.3. SOME POTENTIAL OBJECTIONS TO THE USE OF CA AS A METHODOLOGICAL TOOL FOR SLA STUDIES
• 2.4. RESPECIFYING SLA STUDIES
• 2.5. CONCLUSION
• NOTES
• Chapter 3: Doing Conversation Analysis: Practical Issues in Recording, Transcribing and Analyzing Data
• 3.0. INTRODUCTION
• 3.1. RECORDING DATA
• 3.2. TRANSCRIBING DATA
• 3.3. ANALYZING DATA
• 3.4. CONCLUSION
• NOTES
• II: LOCATING INTERACTIONAL COMPETENCE
• Chapter 4: Sequential Organization in Different Speech Exchange Systems
• 4.0. INTRODUCTION
• 4.1. INTERACTIONAL COMPETENCE
• 4.2. SUMMARY
• 4.3. CONCLUSION
• NOTES
• Chapter 5: Turn-Taking in Different Speech ExchangeSystems
• 5.0. INTRODUCTION
• 5.1. TOWARD A CONVERSATION ANALYTIC DEFINITION OF TURNS
• 5.2. TURN TAKING: A RESOURCE FOR SLA
• 5.3. SPEECH EXCHANGE SYSTEMS: AN OVERVIEW
• 5.4. TURN-TAKING PRACTICES IN EQUAL POWER SPEECH EXCHANGE SYSTEMS
• 5.5. TURN-TAKING PRACTICES IN UNEQUAL POWER SPEECH EXCHANGE SYSTEMS
• 5.6. CONCLUSION
• NOTES
• Chapter 6: Repair in Different Speech Exchange Systems
• 6.0. INTRODUCTION
• 6.1. THE ORGANIZATION OF REPAIR: A SOCIAL PSYCHOLOGICAL MODEL
• 6.2. THE ORGANIZATION OF REPAIR IN EQUAL POWER SPEECH EXCHANGE SYSTEMS: A CONVERSATION ANALYTIC MODEL
• 6.3. THE ORGANIZATION OF REPAIR IN UNEQUAL POWER SPEECH EXCHANGE SYSTEMS
• 6.4. CONCLUSION
• NOTES
• III: DEMONSTRATING CONVERSATION ANALYSIS
• Chapter 7: “Coral”: A Case of Comprehended Input that Leads to Understanding and Learning
• 7.0. INTRODUCTION
• 7.1. THE DATABASE
• 7.2. DATA COLLECTION PROCEDURES
• 7.3. THE TASKS
• 7.4. A DEFINITION OF SPOKEN DEFINITIONS
• 7.5. PROCEDURES USED TO IDENTIFY THE CONVERSATIONAL STRUCTURE OF SPOKEN DEFINITIONS
• 7.6. CONVERSATION ANALYSIS
• 7.7. CONNECTING CA WITH BROADER ISSUES IN SLA STUDIES
• 7.8. CONCLUSION
• NOTES
• Chapter 8: “We Cannot Get by Auschwitz”: A Case of “Comprehended” Input That Does not Lead to Understanding and Learning
• 8.0. INTRODUCTION
• 8.1. THE PARTICIPANTS AND THE TASKS
• 8.2. THE DATA
• 8.3. CONVERSATION ANALYSIS
• 8.4. CONNECTING CA WITH BROADER ISSUES IN SLA STUDIES
• 8.5. CONCLUSIONS
• NOTES
• APPENDIX A: TRANSCRIPTION CONVENTIONS
• IDENTITY OF SPEAKERS
• SIMULTANEOUS UTTERAN
• CONTIGUOUS UTTERANCES
• INTERVALS WITHIN AND BETWEEN UTTERANCES
• CHARACTERISTICS OF SPEECH DELIVERY
• COMMENTARY IN THE TRANSCRIPT
• OTHER TRANSCRIPT SYMBOLS
• APPENDIX B: “CORAL” COLLECTION
• EXCERPT 1: (GROUP WORK PHASE)
• EXCERPT 2: (GROUP WORK PHASE)
• EXCERPT 3: (GROUP WORK PHASE)
• EXCERPT 4: (GROUP WORK PHASE)
• EXCERPT 5: (GROUP WORK PHASE)
• EXCERPT 6 (SIMPLIFIED): (GROUP WORK PHASE)
• EXCERPT 7 (SIMPLIFIED): (GROUP WORK PHASE)
• EXCERPT 8 (WHOLE CLASS ORAL DISCUSSION PHASE)
• APPENDIX C: “WE CANNOT GET BY AUSCHWITZ” COLLECTION
• EXCERPT 1
• EXCERPT 2
• EXCERPT 3
• EXCERPT 4
• EXCERPT 5
• EXCERPT 6 (SCHISM)
• EXCERPT 7
• EXCERPT 8
• REFERENCES