Abstract
Recently, some researchers have started to apply Conversation Analysis (CA) approach to examine NNS (nonnative speaker) interaction. However, the question has already been raised as to whether CA methodology can be applied to studies on L2 (second language) learning. This Conversation Analytic study, which describes some interactional contexts in which L2 learning occurs in ordinary NS-NNS communication, provides a possible answer to this question. The turn-by-turn analyses revealed that mutual orientation to NNSs' problems in understanding and speaking is pre-requisite for "teaching"-"learning" sequences to occur in ordinary NS-NNS communication. This study showed that CA-oriented studies have the potential to support or reinforce findings from previous SLA research by empirically and precisely providing accounts of these findings within naturally occurring communication.
