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This study employs conversation analysis to examine a facilitator's interactional practices in the postexpansion phase of students' presentations in the context of a book club for second language learning. The analysis shows how the facilitator establishes intersubjectivity with regard to the ongoing task and manages students' task performance. The empirical data suggest that the facilitator's orientation to the task was achieved in 3 important ways: through (a) task resumption (Excerpts 1 and 2), (b) task summary (Excerpts 3 and 4), and (c) task mediation (Excerpts 5-7). As the data presented in this study demonstrate, the facilitator's task orientation practices created opportunities for the students (and herself) to gain more understanding of the presenters' task answers, which was one of the fundamental pedagogical goals of the book club activity. By providing insights into the way the facilitator managed students' task performance in this book club context, the study expands our understanding of the intricate maneuvers involved in task interactions. I conclude by addressing the study's pedagogical implications for language teaching.OVER THE PAST FEW DECADES, TASK-BASED language teaching (TBLT) has increasingly attracted the attention of researchers, teachers, and administrators worldwide. In many countries it is now promoted as a potentially powerful approach to second language (L2) pedagogy. To better understand what happens during the accomplishment of a task, studies on task activities have shown how participants orient to the pedagogical tasks in situ (

This paper uses conversation analysis as an analytical approach to investigate how a tutor and her students in one-on-one speaking consultation sessions at a university in Hong Kong participate in interview-practice activities using English as a medium of instruction. The study uses approximately 4 h of recordings from six tutoring sessions. In particular, by focusing on how interactional practices are intertwined with the activity of note-taking/making, this paper offers a close examination of the advice-giving activity with the use of notes. The findings illustrate that whether the notes reflect what the student shares during an interview-practicing activity or a Q-A sequence during advice-giving activity, the tutor uses the notes to account for her ensuing advice. Based on the findings, I argue that the tutor’s notes play a pivotal role in grounding her advice during interview consultations at the L2 speaking center.

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This study examines university students' attitudes toward second language (L2) writing that is implemented as a follow-up activity to extensive reading (ER). Sixteen students voluntarily participated in the study, and their written reflections were analyzed quantitatively and qualitatively to explore these students' attitudinal positionings toward the writing activity. The findings indicate that students not only displayed a favorable attitude toward the ER writing activity, but also appreciated its benefits and usefulness in the development of their writing skills and writing habits. The present study also suggests that well-integrated pedagogical practices can produce positive perceptions of L2 reading and writing among students, thus facilitating their engagement in the classroom activities.

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