A3 Vertaisarvioitu kirjan tai muun kokoomateoksen osa
CA and Technology in Language Teaching and Learning
Tekijät: Jakonen, Teppo
Toimittaja: Burdelski, Matthew; Greer, Tim
Painos: 1st Edition
Kustantaja: Routledge
Julkaisuvuosi: 2026
Kokoomateoksen nimi: The Routledge Handbook of Conversation Analysis
Sarjan nimi: Routledge Handbooks in Applied Linguistics
Aloitussivu: 329
Lopetussivu: 343
ISBN: 978-1-032-73001-1
eISBN: 978-1-032-72085-2
DOI: https://doi.org/10.4324/9781032720852-23
Julkaisun avoimuus kirjaamishetkellä: Ei avoimesti saatavilla
Julkaisukanavan avoimuus : Ei avoin julkaisukanava
Verkko-osoite: https://doi.org/10.4324/9781032720852-23
Tiivistelmä
Technology-mediated social interaction has a long history in conversation analysis (CA). This chapter provides an overview of existing CA research that has investigated social interaction in second language (L2) teaching and learning contexts that involve technology use. These studies have shown how technology shapes the social order of language teaching and learning. The chapter identifies recurring research themes related to the role of technology as (1) the medium of teaching and learning interaction, (2) a situated resource for learning, (3) a task environment, and (4) an agentic participant. The chapter concludes with a brief reflection on emerging research trends and methodological challenges for CA research in the area, including the increasing prominence of human-machine interaction and conversational artificial intelligence in language education.
Technology-mediated social interaction has a long history in conversation analysis (CA). This chapter provides an overview of existing CA research that has investigated social interaction in second language (L2) teaching and learning contexts that involve technology use. These studies have shown how technology shapes the social order of language teaching and learning. The chapter identifies recurring research themes related to the role of technology as (1) the medium of teaching and learning interaction, (2) a situated resource for learning, (3) a task environment, and (4) an agentic participant. The chapter concludes with a brief reflection on emerging research trends and methodological challenges for CA research in the area, including the increasing prominence of human-machine interaction and conversational artificial intelligence in language education.
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