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This paper considers the ethnography of communication, conversation analysis and systemic functional linguistics as frameworks for the analysis of classroom discourse. It discusses their basic assumptions, some of the similarities and differences between them, and their different strengths and weaknesses as resources for applied linguistic problem-solving. The empirical case-studies offered by Duff, Mori, Young and Nguyen provide our point of departure.
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Ben Rampton (2002) studied this question.
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