【摘 要】
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Classroom interaction has long been a rich site for scholarly research , as attested by the sizable body of literature surrounding classroom discourse . This pa
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Classroom interaction has long been a rich site for scholarly research , as attested by the sizable body of literature surrounding classroom discourse . This paper reviews three frameworks currently informing studies of L 2 and FL classroom talk , with a focus on qualitative analyses of turn-by-turn talk between teachers and students , and amongst students themselves . Findings from studies working within ( 1 ) language socialization and sociocultural theory , ( 2 ) critical discourse analysis , and ( 3 ) conversation analysis are explored , along with the ways in which these frameworks complement and complicate one another . Finally , we briefly consider possible areas of further research and implications for teacher training .
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