CALL FOR PAPERS

SPECIAL ISSUE

Conversation Analytic Studies on Teaching and Learning Practices:

International Perspectives

 

Special Issue Co-Editors: 

Paul Seedhouse, Newcastle University

Olcay Sert, Hacettepe University

Ufuk Balaman, Hacettepe University

 

Published since 1986, Hacettepe University Journal of Education is an open access and fully refereed journal devoted to research in all fields of Education. The journal is published quarterly both in online and in print format. Having published scholarly work from both local and global contexts, the journal is indexed in Scopus and the Emerging Sources Citation Index (Thomson Reuters, Web of Science), and is covered in Google Scholar Metrics.

Hacettepe University Journal of Education announces a call for abstracts for its 2018 special topic issue: Conversation Analytic Studies on Teaching and Learning Practices – International Perspectives. The aim of the special issue is to bring together articles from various contexts that use Conversation Analysis to investigate learning and teaching practices. This broad perspective will allow contributions from a wide range of institutional settings where learning is mediated through talk-in-interaction. The scope of the issue, therefore, will include teaching and learning of languages, science, and other subjects and will go beyond teaching and learning practices in traditional classrooms in a way to cover online interaction.

 

Possible topics include, but are not limited to:

Second Language Acquisition (CA-for-SLA)

Teaching and Learning of Science and other subjects

Talk-in-interaction in Language, Content, and CLIL classrooms

Interactional Competence

English (and any other language) as a Medium of Instruction

Language Teacher Education

Teaching and learning practices in Online Interaction

Multimodal interaction in mediated learning environments

Multilingual practices in mediated learning environments

Epistemics and teaching/learning practices

Teaching/Learning of professional communication (e.g. medical interaction)

 

Authors interested in publishing in the special issue should first send a 300-500 word abstract with keywords and bio details. Authors of the selected proposals will then be notified to submit their full length articles. Manuscripts will be subject to anonymous review by a panel of experts.

The accepted papers will be given DOI numbers and will be available online ahead of print after the final decision by the referees and the special issue editors.

There is no publication fee, and the articles will be available online free-of-charge. Each author will also receive a print copy of the journal.

The abstracts and papers should be sent via email attachment to:

 

Olcay Sert and Ufuk Balaman

Hacettepe University

 

Emails: sertolcay[at]yahoo.com , ubalaman[at]gmail.com

The journal is available online at http://efdergi.hacettepe.edu.tr/homepage.html

 

IMPORTANT DATES

Deadline for submission of abstracts: 20.02.2017

Submission of full papers: 01.09.2017

Decisions to be sent to authors: 01.11.2017

Submission of revised manuscripts: 01.12.2017

Online publication with DOI numbers: immediately after typesetting

Publication of the special issue: The first quarter of 2018

Find PDF version of the Call for Papers at journal website.

I have just uploaded my dissertation to ResearchGate and Academia. It will also appear in Hacettepe University open access servers and be made accessible on Google Scholar. Find the title of the dissertation and the abstract below:

A Conversation Analytic Study on the Development of Interactional Competence in English in an Online Task-Oriented Environment

Tasks have long been used in order to promote interactional skills of learners in L2 settings including online environments. However, the nature of learning and development in these contexts have largely remained unexplored due to theory-driven, researcher-oriented, and coding-based treatments of online interaction data informed by cognitivist/interactionist accounts of SLA. Yet, a conversation analytic study has the potential to explicate the affordances of these environments through data-driven, participant-oriented emic treatments of naturally occurring interaction data by focusing on the participants’ emergent accomplishments of social actions on a longitudinal basis. To this end, this study aims to present the longitudinal development of interactional competence in L2 English based on conversation analytic examinations of participants’ online task-oriented interactions. For the purpose, a special task interface was designed for the delivery of online tasks to a group of participants who are undergraduate students and members of a free-time conversation club. The participants met online on Google Hangouts video-chat software for collaborative completion of the tasks once a week for a 20-week-long period. Their online task-oriented interactions were captured through a screen-recording software, thus the data includes their talk-in-interaction as well as on-screen activities such as web searches, candidate answer trials, scrolling, clicking, and highlighting. A database of 30 hours of online task-oriented L2 interactions was examined line-by-line and turn-by-turn using conversation analysis. The findings showed that the participants developed interactional competencies for collaborative task accomplishment. Their development was documented in two main interactional practices: (1) repair sequences and (2) epistemic positioning behaviors. The longitudinal tracking of the interactions revealed that the participants’ negotiation, co-construction of, and orientation to task rules unfolded with the use of language and rule policing actions (Amir & Musk, 2013) in the form of other-initiated other-repairs and evolved into self-initiated self-repairs over time in a way to evidence their developed abilities to anticipate and avoid breakdowns in communication (Martin 2004; 2009; Martin & Sahlström, 2010). Furthermore, the findings demonstrated that the participants developed new interactional resources in the L2 for collaborative task accomplishment. Their deployment of these emergent L2 resources for enacting congruent epistemic positioning with a growing diversification over time also decreased the number of disruptions of progressivity of online task-oriented interactions, which brings concrete evidence to the development of interactional competence in an L2 (Pekarek Doehler & Pochon-Berger, 2015). All in all, this study brings new insights into a variety of research strands that feed into the theoretical and pedagogical background of foreign language education such as L2 interactional competence, task-oriented interaction and TBLT, CALL and technology-mediated TBLT, epistemics in L2 interaction, and online interaction. As the first study to bridge L2 interactional competence, online interaction, and epistemics, the findings also have implications for the growing body of research on conversation analysis for second language acquisition (Markee & Kasper, 2004; Kasper & Wagner, 2011). Finally, the study revisits some mainstream cognitivist/interactionist SLA findings based on the emergent cases and resources.

Keywords: conversation analysis, L2 interactional competence, policing, epistemics, online interaction, task-oriented interaction, technology-mediated TBLT, CALL, SLA, foreign language education

Download at ResearchGate and Academia

All the best,

Dr. Ufuk Balaman

Hello world!

This is the first post of my new website. I am planning to keep my track record using the site and share my latest research with colleagues.

Best!