Multimodality in Second Language Talk: The Impact of Video Analysis on SLA Research
Multimodality in Second Language Talk: The Impact of Video Analysis on SLA Research

Summary/Abstract: The first wave of an interactionist approach in classroom interaction in general, which had its roots in ethnomethodology and conversation analysis (CA), started in the mid-1970s (e.g. Mchoul 1978; Mehan 1979). In second language (SL) research, however, it was not before the mid-1990s when the dominance of the traditional cognitivist approach to second language acquisition – which concentrates on mental learning processes (see Doughty, Long 2003) – was questioned in favour of the analysis of language use in social interaction (Firth, Wagner 1997). Since then, many studies have begun to demonstrate the significance of analysing talk-in-interaction in classrooms as an indispensable part of the social and cognitive context for language learning, a development that has come to be known as the ‘social turn’ in SL learning studies (Block 2003).

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