The Impact of Conversational Analysis (CA) into Education and Teaching and Learning Process

Abstract

Conversation analysts initiate the study from the describable smallest units of conversation, examining the organization of the conversation. Here, conversation is not restricted to casual and informal talk, but it also includes “all forms of talk in interaction” (Schegloff, et al, 2002: 3), such as talks in educational environment, in workplace or in classroom. It concerns about the macro-level features of discourse, including “power, value systems, prestige and status” (Riggenbach,1999:23); and the micro-level features of discourse, including falling or rising intonation, stressed or unstressed syllabus, grammatical structures (ibid:23).