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Recent research shows that negotiation of meaning in online task-oriented interactions can be a catalyst for L2 (second/foreign/additional language) development. However, how learners undertake such negotiation work and what kind of an impact it has on interactional development in an L2 are still largely unknown mainly due to a lack of focus on task engagement processes. A conversation analytic investigation into negotiation of meaning (NoM) in task-oriented interactions can bring evidence to such development, as conversation analysis (CA), given its analytic tools, allows us to see how participant orientations in interaction evolve over time. Based on an examination of screen-recorded multiparty online task-oriented interactions, this study aimed to describe how users (n = 8) of an L2 (1) negotiate and co-construct language and task rules and (2) later show orientations to these rules both in the short term (50 minutes) and in the long term (8 weeks). The findings showed that in addition to negotiating existing rules, the learners co-constructed new rules around an action called policing, which occurred when the learners attended to the breach of language and task rules. Furthermore, even after the negotiation work was completed, they oriented to negotiated rules through policing their own utterances (i.e. self-policing). Overall, this interactional continuum (from other-repairs to self-repairs) brought longitudinal evidence to bear on the role of NoM in the development of L2 interactional competence. These findings bring new insights into NoM, technologymediated task-based language teaching (TBLT), and CA for second language acquisition (SLA).

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In this article, we provide longitudinal evidence for the progressive routinization of a grammatical construction used for social coordination purposes in a highly specialized activity context: task-oriented video-mediated interactions. We focus on the methodic ways in which, over the course of 4 years, a second language speaker and initially novice to such interactions coordinates the transition between interacting with her coparticipants and consulting her own screen, which suspends talk, without creating trouble due to halts in progressivity. Initially drawing on diverse resources, she increasingly resorts to the use of a prospective alert constructed around the verb to check (e.g., "I will check"), which eventually routinizes in the lexically specific form "let me check" as a highly context-and activity-bound social action format. We discuss how such change over the participant's video-mediated interactional history contributes to our understanding of social coordination in video-mediated interaction and of participants' recalibrating their grammarfor-interaction while adapting to new situations, languages, or media. Data are in English.People coordinate their social interaction with others through the use of mutually recognizable practical procedures for action-that is, "methods" in the ethnomethodological sense of the term (Garfinkel, 1967). Based on these procedures, they manage fundamental organizational issues such as turn-taking, sequencing of actions, and opening or closing conversation. Methods develop experientially over time, based on people's repeated engagement in locally accomplished social interactions , and so do the multisemiotic resources deployed as part of these methods. Methods and the related resources, the sharedness of which warrants mutual accountability of social actions (Garfinkel, 1967), constitute people's interactional competence.Existing longitudinal studies on the development of interactional competence in a first (L1) or a second/foreign/additional language (L2) across a range of different settings converge on evidencing that such development implies the progressive diversification of practices and resources for interaction (on L1 see, e.g., Wootton, 1997; on L2 see overviews by Pekarek Doehler & Pochon-Berger, 2015;Skogmyr Marian & Balaman, 2018). This diversification allows for increasingly context-sensitive and recipient-designed conduct (cf. Sacks & Schegloff, 1979;Sacks et al., 1974)-that is, conduct that is more and more acutely tailored to the precise situation and the precise others at hand (see also Skogmyr Marian, 2021/this issue).Such development is not just part of L1 or L2 learning but is constitutive of the very way we navigate our social lives. Our interactional histories bring about unprecedented types of social situations, which we enter as novices, progressively adapting our practices to the precise constraints CONTACT Simona Pekarek Doehler

This study aims to explore the sequential organization of hinting in an online task-oriented L2 interactional setting. Although hinting has been studied within conversation analysis literature, it has not yet been treated as a distinct type of social action. With this in mind, the study sets out to describe the sequential environment of hinting through the unfolding of the action with pre-hinting sequences initiated through the deployment of interrogatives, knowledge checks, and past references; maintained with base hinting sequences initiated through blah blah replacements, designedly incomplete utterances, and metalinguistic clues; and finally progressively resolved with screen-based hinting. Based on the examination of screen-recorded video-mediated interactions (14 hours) of geographically dispersed participants using multimodal conversation analysis, this study provides insights for an overall understanding of the interactional trajectory of hinting as a context-specific social action and contributes to research on L2 interaction in online settings.