L2 Interactional Competence and Development

This unique volume draws on the theoretical framework and methodological tools of conversation analysis to examine interactional competence and its development as it occurs in a range of interactional practices, from a variety of contexts, and in a variety of second languages.

Drawing on data from a range of contexts, including classrooms, pharmacy consultations, tutoring sessions, and video-game playing, and a range of languages including English, German, French, Danish and Icelandic, the studies in this volume address challenges suggested by these questions: What kinds of interactional resources do L2 users draw on to participate competently and creatively in their L2 encounters? And how useful is conversation analysis in capturing the specific development of individuals’ interactional competencies in specific practices across time? Rather than treating participants in L2 interactions as deficient speakers, the book begins with the assumption that those who interact using a second language possess interactional competencies. The studies set out to identify what these competencies are and how they change across time. By doing so, they address some of the difficult and yet unresolved issues that arise when it comes to comparing actions or practices across different moments in time.

Preface

Chapter 1-Joan Kelly Hall and Simona Pekarek Doehler: Introduction: Interactional Competence and Development

Section One: The Nature of L2 Interactional Competence

Chapter 2-Arja Piirainen-Marsh: Enacting Interactional Competence in Gaming Activities: Co-Producing Talk with Virtual Others

Chapter 3-Fritjof Sahlström: Learning as social action

Chapter 4-Fee Steinbach Kohler and Steven L. Thorne: The social life of self-directed talk: A sequential phenomenon?

Chapter 5-Gudrun Theodórsdóttir:Second language use for business and learning

Chapter 6- Rémi A. van Compernolle: Responding to questions and L2 learner interactional competence during language proficiency interviews: A microanalytic study with pedagogical implications

Section Two: Development of L2 Interactional Competence

Chapter 7- John Hellermann: Members' methods, members’ competencies: Looking for evidence of language learning in longitudinal investigations of other-initiated repair

Chapter 8-Hanh thi Nguyen: Achieving Recipient Design Longitudinally: Evidence from a Pharmacy Intern in Patient Consultations

Chapter 9- Simona Pekarek Doehler and Evelyne Pochon-Berger: Developing ‘methods’ for interaction: A cross-sectional study of disagreement sequences in French L2

Chapter 10- Emily Rine and Joan Kelly Hall: Becoming the Teacher: Changing Participant Frameworks in International Teaching Assistant (ITA) Discourse