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This study investigates how shared understanding is established during a rarely researched instructional and interactional context, namely teacher-student interactions during between-desk instructions (BDIs). Specifically, the authors focus on instructional interactions initiated by students during project-based language teaching in an upper-secondary Swedish classroom and probe into how students' formulations of understanding of a teacher's prior responses shape the subsequent interactional trajectories. Their conversation analytic investigation reveals that the teacher produces either confirming or disconfirming actions following students' formulations of understanding. These response types accomplish two distinct forms of interactional work: (a) when the teacher confirms the students' formulations, she expands the sequence with instruction-related elaborations; and (b) when the teacher does not confirm the formulations, she accounts for that, prompting students to reformulate their understanding. Overall, this study contributes to the body of research on BDIs as a recurring yet under-investigated lesson practice during project work.

This study explores the ways students in a higher education setting engage in word searches. The investigation draws on 30-hour video recordings of content classes in an English as a medium of instruction university in Turkey. Using conversation analysis, the study focuses on the interactionally accomplished functions of vocal and visual practices deployed by the students in the course of a word search. We revealed that word searches are constructed through publicly visible resources (i.e. gaze, body orientation, gestures) and explicit formulaic expressions (i.e. how can I say it?), and accomplished via bilingual resources. It was also observed that the teacher does not orient to word searches when there is a need to interactionally monitor and manage the repairable content (i.e. pedagogical content, subject-specific word), thus prioritizing content over second language (i.e. English) use in the current content-oriented setting. The study contributes to our understanding of how the participants' situated roles as a student and teacher are contingently negotiated in the ongoing word search in bilingual classroom contexts.

The role of students' first language(s) in foreign language classrooms has been hotly debated in the last decades. Although this line of research has advanced our understanding of language choice in the L2 classroom, it has mostly dealt with adolescent and adult learners. From a contextual perspective, then, more micro-analytic research that focuses on language choice at the primary school level is needed. Against this background, this paper presents a case study of a Danish third-grade English as a foreign language classroom, in which a pattern of divergent language choices has been observed: the teacher consistently uses English, whereas the learners almost exclusively speak Danish, which might entail trouble in maintaining intersubjectivity and a joint pedagogical focus. Using Conversation Analysis methodology, we found two sequential formats that help ensure student understanding and thus maintain intersubjectivity: (1) learner translations and reformulations for peer support in expansion sequences, and (2) expansions initiated by students requesting information or clarification that display partial or no understanding. We argue that the sense-making practices co-constructed in this classroom context are possible because the teacher encourages shared multilingual meaning-making practices. This research has implications for teaching EFL to young learners, and classroom language policies.

The use of films as teaching and learning materials can provide a variety of opportunities for interaction in second language classrooms. Research on the usage of films in language-learning tasks to provide opportunities for learning and interaction, however, is scarce. Drawing on a database of video-recorded interactions in an upper-secondary English-as-a-foreign-language classroom in Sweden and using multimodal conversation analysis, this study examines affordances of student interactions during a film-based discussion task. Taking a sociomaterial perspective, we focus on students' co-narrations of the film in a group task and show how the emergent discussions about the film facilitate collaborative attention work (CAW). Our findings reveal that the CAW in this film-based discussion task unfolds when students (a) correct each other, or (b) collaboratively search for words while discussing the scenes in the film. Our analysis of these sequences reveals the learning potentials that emerge in film-based discussions. The findings have direct implications for the use of audio-visual materials--in particular, films and movies--in language-learning tasks.

This paper uses a combined methodology to analyse the conversations in supplementary audio-visual materials to be implemented in language teaching classrooms in order to enhance the Interactional Competence (IC) of the learners. Based on a corpus of 90.000 words (Coupling Corpus), the author tries to reveal the potentials of using TV series in "English as an Additional Language" (EAL) Classrooms by employing the methods of Conversation Analysis (CA) and Corpus Linguistics (CL). The paper specifically focuses on hyperbole in interaction through uncovering conversational sequences and embodied actions. The findings clearly show that the use of TV series can be an invaluable resource for language teachers by exposing learners to multi-model texts that contextualise the materials used through various interactional and semiotic, as well as linguistic, resources. (Contains 8 figures, 3 tables, and 8 screenshots.)

Recent research shows that negotiation of meaning in online task-oriented interactions can be a catalyst for L2 (second/foreign/additional language) development. However, how learners undertake such negotiation work and what kind of an impact it has on interactional development in an L2 are still largely unknown mainly due to a lack of focus on task engagement processes. A conversation analytic investigation into negotiation of meaning (NoM) in task-oriented interactions can bring evidence to such development, as conversation analysis (CA), given its analytic tools, allows us to see how participant orientations in interaction evolve over time. Based on an examination of screen-recorded multiparty online task-oriented interactions, this study aimed to describe how users (n=8) of an L2 (1) negotiate and co-construct language and task rules and (2) later show orientations to these rules both in the short term (50 minutes) and in the long term (8 weeks). The findings showed that in addition to negotiating existing rules, the learners co-constructed new rules around an action called policing, which occurred when the learners attended to the breach of language and task rules. Furthermore, even after the negotiation work was completed, they oriented to negotiated rules through policing their own utterances (i.e. self-policing). Overall, this interactional continuum (from other-repairs to self-repairs) brought longitudinal evidence to bear on the role of NoM in the development of L2 interactional competence. These findings bring new insights into NoM, technology-mediated task-based language teaching (TBLT), and CA for second language acquisition (SLA).

Mobile technologies offer new affordances for teacher observation in teacher education programs, albeit under-examined in contrast to video technologies. The purpose of this article is to investigate the integration of mobile technologies into teacher observation. Using a case study method, the authors compare the traditional narrative paper-pen, mobile app-supported, and video observation methods. Participants included 2 experienced teachers of English as a Foreign Language who were selected as the observers and observees in a higher education institutional context. The data was collected in three different teaching sessions over 4 weeks. Data sources included lesson observation notes and semi structured interviews conducted with teachers after each session. Results suggest recommendations for the integration of mobile and video based observation tools into teacher professional development programs, pre-service and in-service teacher education programs, as well as teacher certificate programs.

This study, in an attempt to rise above the intricacy of "being informed on the verge of globalization," is founded on the premise that Machine Translation (MT) applications searching for an ideal key to find a universal foundation for all natural languages have a restricted say over the translation process at various discourse levels. Our paper favors not judging against the superiority of human translation vs. machine translation or automated translation in non-English speaking settings, but rather referring to the inadequacies and adequacies of MT at certain pragmatic levels, lacking the right sense and dynamic equivalence, but producing syntactically well-formed or meaning-extractable outputs in restricted settings. Reasoning in this way, the present study supports MT before, during, and after translation. It aims at making translators understand that they could cooperate with the software to obtain a synergistic effect. In other words, they could have a say and have an essential part to play in a semi-automated translation process (Rodrigo, 2001). In this respect, semi-automated translation or MT courses should be included in the curricula of translation departments worldwide to keep track of the state of the art as well as make potential translators aware of future trends. Included are three appendices. (Contains 1 figure.)

Semiotics is a progressing and promising discipline with its applications in many fields of study. As a bridge between semiotics and foreign language teaching (FLT), educational semiotics has started to attract attention of many scholars, English Language Teaching (ELT) instructors and teachers all over the world. It is obvious that the consideration of semiotic approach in FLT has promising results and may lead to long-term success in learning a foreign language with its applicable and pertinent techniques that are learner-centered. In this article, basic terminology of semiotics and its possible applications to foreign language learning settings are introduced in order to help teachers of English to have a heightened awareness of the semiotic approach. Throughout the paper, it is claimed that the consideration of the semiotic signs of the target culture in teaching a foreign language is vital, since a language cannot be separated from its culture. (Contains 4 figures.) [Abstract and title are provided in English and Turkish. Extended abstract provided by Uzun Ingilizce Ozet.]

Assignments prepared in pair-work have long been evaluated to be more successful when compared to individually prepared assignments in many respects in foreign language learning contexts. However, there is not much research conducted to reveal the advantages of pair-work in preparing assignments and the linguistic characteristics of the finished texts. In this paper, depending upon an experimental study with the first year students in Department of English Language Teaching at Hacettepe University, quality of pair-work assignments and the factors affecting the preparation process are discussed and compared to individual assignments. Results indicate a variety of advantages of student collaboration in preparing written work since outputs are far more grammatical, include less spelling mistakes, and indicate a higher level of grammatical awareness. Additionally, pair-work helps students build positive interpersonal relationships and create a high level of academic solidarity and confidence. (Contains 7 tables and 2 diagrams.) [Abstract and keywords are presented in both English and Turkish. This article is a revised version of the article entitled "Comparative Analysis of Pair-Work and Individual Assignments in Two ELT Classes" published in the Journal of Language and Learning.]

Code switching is a widely observed phenomenon especially seen in multilingual and multicultural communities. In ELT classrooms, code switching comes into use either in the teachers' or the students' discourse. Although it is not favoured by many educators, one should have at least an understanding of the functions of switching between the native language and the foreign language and its underlying reasons. This understanding will provide language teachers with a heightened awareness of its use in classroom discourse and will obviously lead to betterment of instruction by either eliminating it or dominating its use during the foreign language instruction.

Technology-mediated task environments have long been considered integral parts of L2 learning and teaching processes. However, the interactional resources that the learners deploy to complete tasks in these environments have remained largely unexplored due to an overall focus on task design and outcomes rather than task engagement processes. With this gap in mind, we set out to describe the emergence, development, and diversification of L2 (English) interactional resources oriented to task completion using conversation analysis for the examination of 13 hours of screen-recorded online task-oriented interactions collected over 18 weeks. The focal tasks in the study have been designed as emergent information-gap tasks that require the participants to maintain progressivity by both displaying their own and converging with their co-participants' dynamic knowledgeability for task completion purposes. A longitudinal investigation into task engagement processes has demonstrated that the participants fail to display their knowledge congruently and they repeatedly disrupt the progressivity of task-oriented interaction in earlier weeks. However, an observable diversification of interactional resources for collaborative task accomplishment has been recorded in later weeks, which demonstrates the development of interactional competence over time. These findings bring insights into interactional competence, epistemics, and CALL with special reference to technology-mediated TBLT.