This special issue arose out of the international interdisciplinary symposium ‘From Interaction Research to the Language Classroom: Integrating Academic Research and Teacher Education,’ which was held in Hanover, Germany, in September 2017 and funded by Volkswagen Foundation. As did the conference, the special issue reflects our attempts to advance research on language classroom interaction and foreign/second language teaching by promoting the dialogue between scholars working in the fields of Conversation Analysis (CA) and language teaching research. Language teaching research is increasingly interested in the learning process as a social accomplishment and thus in the interaction that takes place in the language classroom between teachers and student(s) as well as among the learners (e.g. Schwab, Hoffmann, and Schön 2017; Limberg and Jäkel 2016). CA research provides suitable empirical tools for the investigation of classroom phenomena. At their intersection, empirical studies provide information on the interactional processes involved in language teaching and learning, which can ultimately inform language teacher training and contribute to its increased professionalization.

中文翻译：

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“在L2课堂中拥抱社交互动：语言教师教育的视角” –简介

该专刊源自于2017年9月在德国汉诺威举行，由大众汽车基金会资助的国际跨学科研讨会``从互动研究到语言课堂：整合学术研究和教师教育''。与会议一样，本期专刊反映了我们通过促进在对话分析（CA）和语言教学研究领域的学者之间的对话，促进语言课堂互动和外/第二语言教学研究的尝试。语言教学研究对学习过程作为一种社会成就越来越感兴趣，因此对老师和学生之间以及学习者之间在语言教室中进行的交互也越来越感兴趣（例如Schwab，Hoffmann和Schön2017； Limberg和Jäkel，2016年）。CA研究为调查课堂现象提供了合适的经验工具。在他们的交汇处，实证研究提供了有关语言教学中相互作用过程的信息，这最终可以为语言教师培训提供信息，并有助于其专业化的提高。