ABSTRACT
This chapter addresses the application of discourse analysis to the field of CFL (Chinese as a foreign language) learning and teaching research as well as to CFL pedagogy. It starts with a conceptual definition of the term ‘discourse analysis’ and provides a general overview of the different strands that play a role in the field of language learning and teaching research. Since the focus of this chapter is on spoken discourse, the methodology of CA (Conversation Analysis) is then introduced in more detail. The main part focuses on the application of CA to language learning and teaching research in general and to the field of CFL in particular, while also discussing how CA’s methodology and findings can be applied to enhance CFL teaching in terms of instruction, material development, language assessment and teacher training.
