CHAPTER SIX Conversation Analysis, Applied Linguistics, and Second Language Acquisition So far in this monograph I have explicated the organization of L2 classroom interaction using a CA methodology applied to an extensive database. Although I have considered some issues related to the theory and practice of L2 teaching, I have not so far attempted to relate the study to broader research paradigms, which is the focus of this chapter. The overall aim of this chapter is to consider how CA can be located in and contribute to the research agendas of AL and SLA. Following Larsen-Freeman (2000), SLA is seen as a subfield of AL: AL draws on multidisciplinary theoretical and empirical perspectives to address real-world issues and problems in which language is central. SLA draws on multidisciplinary theoretical and empirical perspectives to address the specific issue of how people acquire a second language and the specific problem of why everyone does not do so successfully. (p. 165) After introducing the relationship between CA and AL, I consider the latest CA research in the following AL areas: language- teaching task design; language-teaching materials design; language proficiency assessment design; disordered talk and speech therapy; professional discourse; CA in languages other than English; NS-NNS talk; bilingual and multilingual inter- action; and grammar, pragmatics, and interaction. A common 223