Paul Seedhouse
Biographic Data
| ID | 1208435 |
|---|---|
| NAME | Paul Seedhouse |
| GIVEN NAMES | Paul |
| FAMILY NAME | Seedhouse |
| SIGNATURE | SEEDHOUSE P |
| AFFILIATIONS | Newcastle University |
| ORCID | 0000-0002-0099-3167 |
| VERIFIED | Yes |
| TOTAL WORKS | 27 |
| TOTAL CITATIONS | 67 |
| WORKS AS AUTHOR | 27 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1997 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 6 |
Learner-initiated self-selection as a next speaker in a technology-mediated L2 learning environment
Extensive research on next speaker selection in L2 classrooms has predominantly examined teacher-initiated nominations (e.g., Mortensen, 2008; Lauzon & Berger, 2015) or student self-selection under teacher coordination (Waring, 2011). This study shifts the focus to how L2 Chinese learners accomplish learner-initiated self-selection in a real-world, technology-mediated environment without teacher presence or institutional scaffolding. Building on …
Transitioning from conversation analysis to mixed methods
This reflective piece tells the story of how I started out doing Conversation Analysis (CA) and have been transitioning into doing mixed methods for some years now. My basic argument is that language learning talk is too complex a phenomenon to analyse using a single methodology. Specifically, it is extremely difficult to isolate from the interaction concrete evidence of the learning of specific individual items in terms of change of cognitive st…
Silvia Kunitz, Numa Markee, and Olcay Sert
This edited collection of papers offers a series of empirical analyses of spoken interaction in classroom, assessment, and teacher development settings based on multimodal conversation analysis (CA). In addition, a series of discussion chapters explore related concepts and bring together the empirical findings. All of the empirical chapters provide original studies of pedagogically oriented interaction in a range of contexts. They not only link t…
Affiliation and negative assessments in peer observation feedback for foreign language teachers professional development
The growing use of peer observation in teacher professional development has created an interest in understanding how it is carried out and what the benefits are. Post-observation feedback is a crucial component of peer observation practices. This study seeks to contribute to a better understanding of peer observation feedback in foreign language teacher’s professional development. Adopting a conversation analysis perspective, we aim to establish …
Shaping Learner Contributions via a Combination of Different Resources
Hence, this two-step move is studied to achieve a broader understanding of teachers’ interactional repertoire. This study has a qualitative design utilizing Conversation Analysis. Eighteen hours of classroom data from Newcastle University Corpus of Academic Spoken English make up the data. Then, this joint use allows teachers to acknowledge or approve a learner’s utterance on one level while carrying out repair work on another level enabling them…
Conversation Analysis and Classroom Interaction
Researchers in the area of language teaching and learning had previously shied away from examining the micro‐detail of classroom interaction, regarding it as an excessively complex, heterogeneous, and particularly “messy” source of data. However, studies utilizing conversation analysis (CA) have demonstrated that second/foreign‐language (L2) classroom interaction can be analyzed, and, as with conversation, there is order at all points. In recent …
Applying Digital Sensor Technology
There is currently an explosion in the number and range of new devices coming onto the technology market that use digital sensor technology to track aspects of human behaviour. In this article, we present and exemplify a three-stage model for the application of digital sensor technology in applied linguistics that we have developed, namely, Technology–Problem–Iterative Development and Research. We present three projects that have used this model.…
Topic-as-script and Topic-as-action in Language Assessment and Teaching
‘Topic’ is a construct of great practical importance in the fields of language teaching and assessment. Topic organisation featured prominently as an object of early Conversation Analysis (CA) research (for example in Sacks’s (1992) lectures) but has fallen from the research agenda and become the Cinderella construct in discourse studies in recent years. This article considers two institutional settings in which ‘topic’ is foregrounded and become…
Conversation Analysis and Classroom Interaction
This entry discusses how conversation analysis (CA) has been employed to investigate interaction which occurs in second/foreign‐language (L2) classrooms.
A holistic approach to task‐based interaction
This paper proposes that interaction generated by tasks has previously been very difficult to analyse because of its highly indexical nature. Task‐related actions and non‐verbal communication could not be related easily to talk. A technological solution to this problem is presented, using a combination of task‐tracking hardware and software, video recording and transcription. This enables a holistic approach, i.e. one in which all elements of beh…
Baal/CUP seminars 2008
The seminar was coordinated by Paul Seedhouse, Steve Walsh, Chris Jenks and Alan Firth, and about 30 people attended
S. Kurhila
This monograph provides a detailed study of the organization of interaction involving native speakers (NS) and non-native speakers (NNS) of Finnish in non-pedagogical settings using a Conversation Analysis (CA) methodology. The focus of the volume is extremely timely, given the current globalized world in which conversations involving NNSs in both professional and social settings are becoming increasingly common. Kurhila points out that NS–NNS in…
Why that, in that language, right now? Code-switching and pedagogical focus
The study depicts the relationship between pedagogical focus and language choice in the language teaching/learning environment of English as a Foreign Language (EFL) at a Turkish university. The article presents the organisation of code-switching which is teacher-initiated and ‘teacher-induced’. The data were collected from six beginner-level English classrooms. Transcripts of the lessons were examined using the conversation analysis (CA) method …
Conversation Analysis and language learning
Interest in Conversation Analysis (CA) and its possible applications in the fields of language learning and language teaching has grown considerably over the last five years. There are now a range of publications which explore this area. The article therefore attempts to synthesise the current state of the research and identify the issues and problems that have arisen and those areas which are suitable for further research. This article starts wi…
"Task" as Research Construct
The article examines “task” as research construct as predominantly conceived in terms of task-as-workplan in the task-based learning/second language acquisition literature. It is suggested that “task” has weak construct validity and ontology in an overwhelmingly quantitative paradigm because the construct has a “split personality.” Conceptualization is based on the task-as-workplan, but data are gathered from the task-in-process. The article adop…
Series Editor's Foreword
Conversation Analysis Methodology
Conversation Analysis, Applied Linguistics, and Second Language Acquisition
Epilogue
The Organization of Repair in Language Classrooms
Resources for Conversation Analysis Research in Applied Linguistics and Second Language Acquisition
Transcription Conventions
The Organization of Turn Taking and Sequence in Language Classrooms
Different Perspectives on Language Classroom Interaction
The Organization of Language Classroom Interaction
"The Case of the Missing "No
This article reviews the relationship between pedagogy and interaction by analysing numerous extracts from Second Language (L2) classroom lessons using a Conversation Analysis (CA) methodology. The particular case examined involves the preference organisation of repair in form and accuracy contexts. In general, pedagogical recommendations tend to assume that the L2 classroom does not have an interactional structure of its own. However, in the par…
Why that, in that language, right now? Code-switching and pedagogical focus
The study depicts the relationship between pedagogical focus and language choice in the language teaching/learning environment of English as a Foreign Language (EFL) at a Turkish university. The article presents the organisation of code-switching which is teacher-initiated and ‘teacher-induced’. The data were collected from six beginner-level English classrooms. Transcripts of the lessons were examined using the conversation analysis (CA) method …
Conversation Analysis and language learning
Interest in Conversation Analysis (CA) and its possible applications in the fields of language learning and language teaching has grown considerably over the last five years. There are now a range of publications which explore this area. The article therefore attempts to synthesise the current state of the research and identify the issues and problems that have arisen and those areas which are suitable for further research. This article starts wi…
A holistic approach to task‐based interaction
This paper proposes that interaction generated by tasks has previously been very difficult to analyse because of its highly indexical nature. Task‐related actions and non‐verbal communication could not be related easily to talk. A technological solution to this problem is presented, using a combination of task‐tracking hardware and software, video recording and transcription. This enables a holistic approach, i.e. one in which all elements of beh…
"Task" as Research Construct
The article examines “task” as research construct as predominantly conceived in terms of task-as-workplan in the task-based learning/second language acquisition literature. It is suggested that “task” has weak construct validity and ontology in an overwhelmingly quantitative paradigm because the construct has a “split personality.” Conceptualization is based on the task-as-workplan, but data are gathered from the task-in-process. The article adop…
CA and the analysis of foreign language interaction
Conversation Analysis Methodology
"The Case of the Missing "No
This article reviews the relationship between pedagogy and interaction by analysing numerous extracts from Second Language (L2) classroom lessons using a Conversation Analysis (CA) methodology. The particular case examined involves the preference organisation of repair in form and accuracy contexts. In general, pedagogical recommendations tend to assume that the L2 classroom does not have an interactional structure of its own. However, in the par…
CA and the analysis of foreign language interaction
Series Editor's Foreword
Conversation Analysis Methodology
Conversation Analysis, Applied Linguistics, and Second Language Acquisition
Epilogue
The Organization of Repair in Language Classrooms
Resources for Conversation Analysis Research in Applied Linguistics and Second Language Acquisition
Transcription Conventions
The Organization of Turn Taking and Sequence in Language Classrooms
Different Perspectives on Language Classroom Interaction
The Organization of Language Classroom Interaction
Why that, in that language, right now? Code-switching and pedagogical focus
The study depicts the relationship between pedagogical focus and language choice in the language teaching/learning environment of English as a Foreign Language (EFL) at a Turkish university. The article presents the organisation of code-switching which is teacher-initiated and ‘teacher-induced’. The data were collected from six beginner-level English classrooms. Transcripts of the lessons were examined using the conversation analysis (CA) method …
Conversation Analysis and language learning
Interest in Conversation Analysis (CA) and its possible applications in the fields of language learning and language teaching has grown considerably over the last five years. There are now a range of publications which explore this area. The article therefore attempts to synthesise the current state of the research and identify the issues and problems that have arisen and those areas which are suitable for further research. This article starts wi…
"Task" as Research Construct
The article examines “task” as research construct as predominantly conceived in terms of task-as-workplan in the task-based learning/second language acquisition literature. It is suggested that “task” has weak construct validity and ontology in an overwhelmingly quantitative paradigm because the construct has a “split personality.” Conceptualization is based on the task-as-workplan, but data are gathered from the task-in-process. The article adop…
S. Kurhila
This monograph provides a detailed study of the organization of interaction involving native speakers (NS) and non-native speakers (NNS) of Finnish in non-pedagogical settings using a Conversation Analysis (CA) methodology. The focus of the volume is extremely timely, given the current globalized world in which conversations involving NNSs in both professional and social settings are becoming increasingly common. Kurhila points out that NS–NNS in…
A holistic approach to task‐based interaction
This paper proposes that interaction generated by tasks has previously been very difficult to analyse because of its highly indexical nature. Task‐related actions and non‐verbal communication could not be related easily to talk. A technological solution to this problem is presented, using a combination of task‐tracking hardware and software, video recording and transcription. This enables a holistic approach, i.e. one in which all elements of beh…
Baal/CUP seminars 2008
The seminar was coordinated by Paul Seedhouse, Steve Walsh, Chris Jenks and Alan Firth, and about 30 people attended
Conversation Analysis and Classroom Interaction
This entry discusses how conversation analysis (CA) has been employed to investigate interaction which occurs in second/foreign‐language (L2) classrooms.
Topic-as-script and Topic-as-action in Language Assessment and Teaching
‘Topic’ is a construct of great practical importance in the fields of language teaching and assessment. Topic organisation featured prominently as an object of early Conversation Analysis (CA) research (for example in Sacks’s (1992) lectures) but has fallen from the research agenda and become the Cinderella construct in discourse studies in recent years. This article considers two institutional settings in which ‘topic’ is foregrounded and become…
Applying Digital Sensor Technology
There is currently an explosion in the number and range of new devices coming onto the technology market that use digital sensor technology to track aspects of human behaviour. In this article, we present and exemplify a three-stage model for the application of digital sensor technology in applied linguistics that we have developed, namely, Technology–Problem–Iterative Development and Research. We present three projects that have used this model.…
Conversation Analysis and Classroom Interaction
Researchers in the area of language teaching and learning had previously shied away from examining the micro‐detail of classroom interaction, regarding it as an excessively complex, heterogeneous, and particularly “messy” source of data. However, studies utilizing conversation analysis (CA) have demonstrated that second/foreign‐language (L2) classroom interaction can be analyzed, and, as with conversation, there is order at all points. In recent …
Affiliation and negative assessments in peer observation feedback for foreign language teachers professional development
The growing use of peer observation in teacher professional development has created an interest in understanding how it is carried out and what the benefits are. Post-observation feedback is a crucial component of peer observation practices. This study seeks to contribute to a better understanding of peer observation feedback in foreign language teacher’s professional development. Adopting a conversation analysis perspective, we aim to establish …
Shaping Learner Contributions via a Combination of Different Resources
Hence, this two-step move is studied to achieve a broader understanding of teachers’ interactional repertoire. This study has a qualitative design utilizing Conversation Analysis. Eighteen hours of classroom data from Newcastle University Corpus of Academic Spoken English make up the data. Then, this joint use allows teachers to acknowledge or approve a learner’s utterance on one level while carrying out repair work on another level enabling them…
Silvia Kunitz, Numa Markee, and Olcay Sert
This edited collection of papers offers a series of empirical analyses of spoken interaction in classroom, assessment, and teacher development settings based on multimodal conversation analysis (CA). In addition, a series of discussion chapters explore related concepts and bring together the empirical findings. All of the empirical chapters provide original studies of pedagogically oriented interaction in a range of contexts. They not only link t…
Psychology (24 works) · Linguistics (23 works) · Computer Science (22 works) · Language, Discourse, Communication Strategies (20 works) · EFL/ESL Teaching and Learning (19 works) · Conversation (16 works) · Philosophy (15 works) · Conversation analysis (12 works) · Citation (10 works) · Library science (10 works)