ABSTRACT

Conversation analysis (CA) has been used for interventionist purposes in different fields, such as medicine, mediation services, and speech and language therapy, but it has yet to be fully utilised in teacher education. In this report, I describe how CA is used in teacher supervision to intervene with the development of a student-teacher (ST) in a 7th grade English as a Second Language classroom over the course of an academic year. In particular, with a focus on three issues of elicitations (unpreparedness, lack of focus and unresponsiveness), I present interactional evidence in a before-and-after manner to highlight ST’s growth in the three areas through repeated cycles of CA-based reflective analysis. Findings contribute to interventionist CA research as well as a growing body of work that uses CA in the classroom to examine the nuances of teaching.

摘要

对话分析（CA）已在不同领域用于干预目的，例如医学、调解服务以及言语和语言治疗，但尚未在教师教育中得到充分利用。在本报告中，我描述了如何在教师监督中使用 CA 在一个学年的过程中干预 7 年级英语作为第二语言课堂中学生-教师 (ST) 的发展。特别是，我重点关注三个启发问题（准备不足、注意力不集中和反应迟钝），以前后的方式呈现交互证据，通过基于 CA 的反思分析的重复循环来突出 ST 在这三个领域的成长。