ABSTRACT
Discourse analysis has been applied extensively to native speaker conversations, but has not yet received wide recognition and application to second-language (L2) learners’ discourse. This study addresses the significance of discourse analysis in L2 classroom research where the teacher-researcher can analyze data and draw conclusions, even in the absence of the traditional control group. The article provides practical examples of a way that discourse analysis may be used as a methodological tool to interpret L2 phenomena. Using the students’ videotaped performance in a Greek class as data, I demonstrate how the students’ own output can serve as valuable input or resource of input in L2 teaching.
