Abstract:One way that language educators can extend a role‐play is by adding a complication to encourage the learner say more. This study uses multimodal conversation analysis to explore such obstacles to progressivity among Japanese learners of English at an experiential language learning facility. We first examine an interactional practice in which the educator orients to a learner contribution as misaligned and creates a role‐play‐specific basis for rejection that expands the sequence, draws attention to linguistic … Show more
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