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The Case of the Missing “No”: The Relationship between Pedagogy and Interaction
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1997
Year
Second Language LearningMultilingualismEducational PsychologyEducationLanguage EducationLanguage LearningEducation ResearchElementary EducationTeacher EducationSecond Language AcquisitionInteractive LearningLanguage AcquisitionDiscourse AnalysisConversation AnalysisLanguage StudiesLearning EnvironmentInteractional LinguisticsPedagogyLearning SciencesSociolinguisticsSecond LanguageEducational ContextTeachingClassroom LanguageEducational TheoryLinguisticsL2 Classroom
This article reviews the relationship between pedagogy and interaction by analysing numerous extracts from Second Language (L2) classroom lessons using a Conversation Analysis (CA) methodology. The particular case examined involves the preference organisation of repair in form and accuracy contexts. In general, pedagogical recommendations tend to assume that the L2 classroom does not have an interactional structure of its own. However, in the particular case here, the pedagogical message works in direct opposition to the interactional message. The relationship between pedagogy and interaction is necessarily reflexive; I conclude that it would be preferable for pedagogical recommendations to work in harmony with the interactional organisation of the L2 classroom, rather than in opposition to it.