LEADER 00000nam a2200505 i 4500 
001    978-3-030-22165-2 
003    DE-He213 
005    20200703105050.0 
006    m     o  d         
007    cr nn 008maaau 
008    191104s2019    sz      s         0 eng d 
020    9783030221652|q(electronic bk.) 
020    9783030221645|q(paper) 
024 7  10.1007/978-3-030-22165-2|2doi 
040    GP|cGP|erda 
041 0  eng 
050  4 P51|b.C66 2019 
082 04 372.651|223 
245 00 Conversation analytic research on learning-in-action :
       |bthe complex ecology of second language interaction 'in 
       the wild' /|cedited by John Hellermann, Soren W. Eskildsen,
       Simona Pekarek Doehler, Arja Piirainen-Marsh 
264  1 Cham :|bSpringer International Publishing :|bImprint: 
       Springer,|c2019 
300    1 online resource (vi, 275 pages) :|billustrations, 
       digital ;|c24 cm 
336    text|btxt|2rdacontent 
337    computer|bc|2rdamedia 
338    online resource|bcr|2rdacarrier 
347    text file|bPDF|2rda 
490 1  Educational linguistics,|x1572-0292 ;|vvolume 38 
520    This volume offers insights on language learning outside 
       the classroom, or in the wild, where L2 users themselves 
       are the driving force for language learning. The chapters,
       by scholars from around the world, critically examine the 
       concept of second language learning in the wild. The 
       authors use innovative data collection methods (such as 
       video and audio recordings collected by the participants 
       during their interactions outside classrooms) and analytic
       methods from conversation analysis to provide a radically 
       emic perspective on the data. Analytic claims are 
       supported by evidence from how the participants in the 
       interactions interpret one another's language use and 
       interactional conduct. This allows the authors to 
       scrutinize the term wild showing what distinguishes L2 
       practices in our different datasets and how those 
       practices differ from the L2 learner data documented in 
       other more controlled settings, such as the classroom. We 
       also show how our findings can feed back into the 
       development of materials for classroom language 
       instruction, and ultimately can support the implementation
       of usage-based L2 pedagogies. In sum, we uncover what it 
       is about the language use in these contexts that 
       facilitates developmental changes over time in L2-
       speakers' and their co-participants' interactional 
       practices for language learning 
650  0 Language and languages|xStudy and teaching 
650 14 Language Education 
650 24 Applied Linguistics 
650 24 Learning & Instruction 
650 24 Sociolinguistics 
700 1  Hellermann, John,|eeditor 
700 1  Eskildsen, Soren W.,|eeditor 
700 1  Pekarek Doehler, Simona,|eeditor 
700 1  Piirainen-Marsh, Arja.,|eeditor 
710 2  SpringerLink (Online service) 
773 0  |tSpringer Nature eBook 
830  0 Educational linguistics ;|vvolume 38 
856 40 |uhttps://doi.org/10.1007/978-3-030-22165-2