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Lookup NU author(s): Dr Christopher Leyland
This is the authors' accepted manuscript of an article that has been published in its final definitive form by Elsevier, 2021.
For re-use rights please refer to the publisher's terms and conditions.
Conversations-for-Learning (CfL) have long been understood to provide various opportunities for second language (L2) learning. This study, however, investigates one language school's effort to boost the potential of CfL by adapting their structure. Enhanced Conversations-for-Learning (ECfL) begin with an unstructured discussion phase then a focus-on-form phase in which the teacher initiates several correction sequences on errors uttered during the prior phase. Tying these two phases together and fulfilling key objectives within each phase are real challenges for participants. This Conversation Analysis study investigates video-recordings of ECfL and shows the ways teachers and students collaboratively construct then draw upon written notes (that include details of ‘inscribed correctables’) to achieve the objectives of each phase, link the two phases, and promote key skills. Finally, this paper discusses implications for research on E/CfL settings and deferred correction practices, and then explores some ways that inscribed objects can facilitate L2 learning and teaching practices.
Author(s): Leyland C, Riley J
Publication type: Article
Publication status: Published
Journal: Linguistics and Education
Year: 2021
Volume: 66
Print publication date: 01/12/2021
Online publication date: 12/10/2021
Acceptance date: 12/08/2021
Date deposited: 09/02/2022
ISSN (print): 0898-5898
ISSN (electronic): 1873-1864
Publisher: Elsevier
URL: https://doi.org/10.1016/j.linged.2021.100976
DOI: 10.1016/j.linged.2021.100976
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