Abstract
Conversation analysis (CA) provides a pivotal medium to help understand how ordinary speakers competently engage in socially organized interaction by illustrating their turn designs, actions, activities, and the overall structure of interactions, such as daily conversations. Based on this understanding of how interaction works, CA studies in second or foreign language pedagogy have also shed light on how to develop learners’ conversational skills and interactional competence. This chapter provides an overview of how findings from research in CA can be utilized in the teaching of KSL (Korean as a second language). The chapter focuses on how turns, actions, and activities are organized in sequences in ordinary conversation and discusses how teachers’ knowledge for teaching conversation is enhanced by understanding sequence organization. Encapsulating findings from CA research, the chapter also discusses how sequencing practices can be introduced and incorporated in the language classroom.
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