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Social Interaction and L2 Classroom Discourse
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About the Author

Olcay Sert is assistant professor of Applied Linguistics at Hacettepe University and is the director of the HUMAN (Hacettepe University Micro-Analysis Network) Research Centre. His main research approach is Conversation Analysis and deals primarily with classroom discourse, interactional competence, and language teacher education.

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Social Interaction and L2 Classroom Discourse is a meticulous and well-written book that provides rigorous empirical analysis of important moments in the L2 English classroom, including the co-construction of understanding, interactional troubles and their resolution, and the microgenesis of L2 (classroom) interactional competence. It is an important contribution to the field of applied linguistics because it consolidates ideas in conversation analysis in order to make recommendations for L2 pedagogy that are both well-warranted, deriving as they do from a robust empirical record, and exceptionally practical.

--American Association for Applied Linguistics Book Award Committee

A very important contribution to both existing academic research and L2 education practice and policy.
shortlisted for the 2016 BAAL book prize

--BAAL Prize Committee 2016

Sert successfully shows how CA findings can provide a deeper understanding of classroom interaction, show evidence of the development of CIC in practice, inform teacher-training programs, and potentially influence educational policy.

--Lauren Carpenter, Teachers College, Columbia University "Working Papers in TESOL and Applied Linguistics "

Several texts on Applied Linguistics take a highly theoretical approach to their subject matter, which may leave the classroom practitioner feeling that the issues discussed have little relevance to, or use for the classroom. However, by providing detailed transcripts of classroom interaction, along with visual data to support the transcripts, Sert has produced a monograph that focuses on the application of theory derived from research to the real-world L2 classroom. He has produced a text that is accessible to teachers with little knowledge of Conversation Analysis who wish to develop better interaction with learners. This is a book written with teachers in mind, and it would be a highly useful guide for instructors wishing to have interaction with learners that is informed by pedagogical goals, rather than the notion that any language produced by teachers is effective in promoting learner output.

--Shane Donald "New Zealand Studies in Applied Linguistics "

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