Winner of the MLA Kenneth W. Mildenberger Prize 2005
This monograph provides a model of the organisation of L2 classroom interaction and a practical methodology for its analysis. The main thesis is that there is a reflexive relationship between pedagogy and interaction in the L2 classroom; this relationship is the foundation of its context-free architecture.

Chapter 1 explains the basic principles of Conversation Analysis (CA), while Chapter 2 reviews the literature on L2 classroom interaction. Chapters 3 and 4 portray the reflexive relationship between the pedagogical focus of the interaction and the organisation of turn-taking, sequence and repair. As the pedagogical focus varies, so the organisation of turn, sequence and repair varies. Chapter 5 describes the overall organisation of L2 classroom interaction and Chapter 6 illustrates the use of the analytical methodology. Chapter 7 considers how CA can contribute to the research agendas of Applied Linguistics and Second Language Acquisition. The discussion is illustrated by numerous extracts from an extensive database of language lessons from around the world.