A conversation analytic perspective on the role of quantification and generalizability in second language acquisition

This chapter develops a methodological critique of quantitative, experimental approaches to input and interaction in mainstream, cognitive SLA from the qualitative perspective of ethnomethodological conversation-analysis-for-second-language-acquisition (CA-for-SLA). The chapter illustrates the substantive and methodological insights that may be gained from using a single, deviant case analysis approach to understand how language learning behavior is organized. This analysis also highlights issues such as the role of inferencing in the interpretation of data and problematizes the extent to which mainstream SLA studies are in a position to make valid generalizations about the function and organization of repair in language learning.