Abstract
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 years, a wide range of languages, subjects, age groups, teaching practices, and classroom activities have been analyzed using CA, including task‐based language teaching and content and language‐integrated learning. This entry discusses how CA has been employed to investigate interaction which occurs in L2 classrooms.
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