TY - BOOK AU - Greer,Tim AU - Hauser,Eric AU - Lee,Josephine AU - Li,Jingya AU - Malabarba,Taiane AU - Moore,Leslie C. AU - Nguyen,Hanh thi AU - Pourhaji,Mostafa AU - Sayer,Peter AU - Sert,Olcay AU - Somuncu,Dilara AU - Vanessa,Maria AU - Wagner,Johannes AU - Wind Eskildsen,Søren AU - thi Nguyen,Hanh TI - Conversation Analytic Perspectives on English Language Learning, Teaching and Testing in Global Contexts T2 - New Perspectives on Language and Education SN - 9781788922883 AV - PE1128.A2 C6895 2019 U1 - 428.0071 23 PY - 2019///] CY - Bristol, Blue Ridge Summit PB - Multilingual Matters KW - English language KW - Discourse analysis KW - Spoken English KW - Ability testing KW - Study and teaching KW - Foreign speakers KW - LANGUAGE ARTS & DISCIPLINES / Study & Teaching KW - bisacsh KW - Brazil KW - China KW - Denmark KW - EFL KW - English as a Foreign Language KW - Iran KW - Japan KW - Korea KW - Mexico KW - Turkey KW - Vietnam KW - classroom discourse KW - conversation analysis KW - interactional competence KW - learning English KW - teaching English N1 - Frontmatter --; Contents --; Acknowledgements --; Contributors --; 1. Introduction: Using Conversation Analysis to Understand the Realities of English-as-a-Foreign-Language Learning, Teaching and Testing --; Part 1: Learners’ Development of Interactional Competence --; 2. Embodied and Occasioned Learnables and Teachables in an Early EFL Classroom --; 3. Developing Interactional Competence in a Lingua Franca at the Workplace: An Ethnomethodologically Endogenous Account --; Part 2: Teaching and Testing Practices as Dynamic Processes --; 4. Looking Beyond IRF Moves in EFL Classroom Interaction in China --; 5. EFL Trainee Teachers’ Orientations to Students’ Non-understanding: A Focus on Task Instructions --; 6. Handling Unprepared-for Contingencies in an Interactional Language Test: Student Initiation of Correction as a Collaborative Accomplishment --; 7. Closing Up Testing: Interactional Orientation to a Timer During a Paired EFL Oral Proficiency Test --; Part 3: Sociocultural and Ideological Forces in Language Teaching --; 8. The ‘Power Game’: Interactional Asymmetries in EFL Collaborative Language Teaching --; 9. Collision of Centripetal and Centrifugal Forces in Iranian EFL Classroom Interaction --; 10. ‘In English, Sorry’: Participants’ Orientation to the English-only Policy in Beginning-level EFL Classroom Interaction --; 11. Teaching English in Marginalized Contexts: Constructing Relevance in an EFL Classroom in Rural Southern Mexico --; 12. Commentary: Fault Lines in Global EFL --; Index; restricted access N2 - This edited volume brings together 10 cutting-edge empirical studies on the realities of English language learning, teaching and testing in a wide range of global contexts where English is an additional language. It covers three themes: learners’ development of interactional competence, the organization of teaching and testing practices, and sociocultural and ideological forces that may impact classroom interaction. With a decided focus on English-as-a-Foreign-Language contexts, the studies involve varied learner populations, from children to young adults to adults, in different learning environments around the world. The insights gained will be of interest to EFL professionals, as well as teacher trainers, policymakers and researchers UR - https://doi.org/10.21832/9781788922890 UR - https://www.degruyter.com/isbn/9781788922890 UR - https://www.degruyter.com/document/cover/isbn/9781788922890/original ER -