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This article investigates the embodied achievement of intersubjectivity by analyzing depictive gestures that are produced during the final components of the ongoing verbal TCU and extended into the following turn transition space. The depictive gestures in focus elaborate the TCUs by providing additional information on the verbal content of the turn. They may, for example, provide a visual representation of an action that is referred to in the verbal TCU, depict details that are not referred to in talk or perform bodily enactments that model projected next actions. The analysis demonstrates that timed in this way, the gestures contribute to the multimodal action package that they are part of in a specific way: they work to secure the recognizability of the ongoing action and enhance co-participants' possibilities to produce the relevant next actions. In this way the gestures support action ascription. The data are in Finnish with English translations.

The prerequisites for opening a meeting, or beginning any kind of interaction for that matter, are participants' presence and shared orientation towards the situation at hand. This paper analyses how the initial moments of technology-mediated business meetings involving distributed work groups are organized sequentially and multimodally. Drawing on video-recorded meetings in an international company, it documents the multimodal practices used in the process of establishing co-orientation to the shared meeting space and achieving entry into the meeting. The analysis shows that the stepwise unfolding of the opening phase requires the coordination of verbal and bodily conducts as well as the affordances of the technological artefacts utilized. The study contributes to a growing body of research investigating the emergent, collective and multimodal accomplishment of activities in workplace meetings.

Using multimodal conversation analysis, this article analyses language learning as an in situ process during a teacher-assigned, experientially based pedagogical activity. The activity involved a three-part pedagogical structure, where learners first prepared for and then participated in real-life service encounters, and later reflected on their experiences back in the classroom. The analysis details how the co-constructed telling sequences through which novice second language users re-enact their experiences create an occasion for language-focused activity. We argue that the actions through which the participants display and sustain an orientation to an interactional practice as an object of learning make visible a learning project. The findings illuminate the practices through which language-focused activity is initiated, sustained, and managed to enable in situ learning. They also show how re-enactments function in storytelling and display a novice learner’s interactional competence. Finally, the findings illustrate how experiences gained in everyday social activities can be ‘harvested and reflected upon’ (Wagner 2015: 77) in the classroom and contribute to recent initiatives to develop teaching practices that support learning in-the-wild.

This article offers an empirically based contribution to the growing body of studies using Conversation Analysis (CA) as a tool for analyzing second/foreign language learning in and through interaction. Building on a sociointeractional view of learning as grounded in the structures of participation in social activities, we apply CA methods to examine the affordances offered by interaction during the activity of playing a video game for additional language learning. We focus on one type of interactional practice, lexical and prosodic repetition, as a recurring resource through which players attend to the game and collaboratively build their understanding and experience of game events. We argue that other-repetition offers participants a resource for not only interpreting the game but also for engaging with the second language, analyzing it, and putting it to use in ways that enable players to display and develop their linguistic and interactional competence.THIS STUDY BUILDS ON THE GROWING body of research exploring the interrelationship of second/foreign language use, structures of interaction, and additional language learning. As demonstrated in a number of recent publications

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