Classroom communication has long been a favourite topic in pragmalinguistics. With its transcript-based analysis of authentic communication, it opens new avenues for exploring classroom realities, which are also of interest for pedagogical and didactic disciplines. The book begins with an outline of (Anglo-American-style) discourse analysis, conversation analysis, and functional pragmatics, following this with an analysis of communicative approaches, e.g. elicitive teaching or group work. Next comes an analysis of activities on the organizing side of teaching, such as phasing and disciplining. The book closes with a proposal for didactic maxims.

Michael Becker-Mrotzek, Universität Köln; Rüdiger Vogt, Pädagogische Hochschule Ludwigsburg.