Single episode analysis of extended conflict talk sequences in second language classroom discussion
Yuri Hosoda | Kanagawa University, Yokohama, Japan
Numerous studies have examined conflict talk from an ethnomethodological perspective, scrutinizing development of conflict talk
sequences (e.g., Coulter 1990; Maynard 1985a). We take up this strand of research to examine an extended episode of conflict talk
in a second language (L2) classroom. Throughout this study, we conduct a detailed analysis of a single episode, applying previous
research findings and using this analysis as a springboard into uncovering distinct aspects of conflict talk in this institutional
context that may also be generalizable to other institutional contexts. The focus here is on an extended dispute occurring in a
group discussion extracted from a larger corpus of L2 classroom interaction.
Keywords: conflict talk, conversation analysis, second language classroom discussion, single episode
Published online: 31 December 2015
https://doi.org/10.1075/jlac.3.2.01hos
https://doi.org/10.1075/jlac.3.2.01hos
Cited by
Cited by 2 other publications
Aline, David & Yuri Hosoda
2020. Prefacing opposition: Resources for adumbrating conflict talk in second language peer discussions.
International Review of Applied Linguistics in Language Teaching 58:2 ► pp. 161 ff. 
Warren, Amber N. & Jessica Nina Lester
2020. How teachers deliberate policy: Taking a stance on third grade reading legislation in online language teacher education.
Linguistics and Education 57 ► pp. 100813 ff.
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