This article explores recent changes in the landscape of second language acquisition (SLA) and foreign language pedagogical (FLP) research. Firth and Wagner's (1997) proposal for the reconceptualization of SLA has been supported by SLA and FLP researchers who share the sentiment concerning the need for increased attention to social and contextual dimensions beyond the diversity of their theoretical and methodological orientations. In the meantime, a growing number of studies have adopted conversation analysis (CA), the sociological methodology on which Firth and Wagner have built their arguments, to examine data involving second language speakers, even though not all these studies may be viewed as addressing the issue of language learning and therefore may not belong to the category of SLA studies. The review of developments in the last decade points to potentials and remaining issues in using CA to conduct SLA and FLP research and to draw pedagogical implications.