L2 Interactional Competence as Increased Ability for Context-sensitive Conduct: A Longitudinal Study of Story-openings: Table 1:

Doehler, Simona Pekarek; Berger, Evelyne

doi:10.1093/applin/amw021

Cited by 65 publications

(52 citation statements)

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“…Existing longitudinal CA–SLA studies have tracked temporal changes in interaction to explore L2 speakers’ learning of linguistic form and vocabulary (Eskildsen & Wagner, ; Hauser, , ; Markee, ) and their developing ways of accomplishing social actions or courses of action in investigations of L2 interactional competence (Cekaite, ; Hellermann, ; Hellermann & Cole, ; Nguyen, ; Pekarek Doehler & Berger, ). Not only have longitudinal studies thus addressed a diversity of learning objects, but there is also a difference in the timescales of the documented learning trajectories, ranging from just a few days (e.g., Markee, ) to years (e.g., Eskildsen & Wagner, ).…”

Section: Language Learning As a Temporal And Observable Members’ Phenmentioning

confidence: 99%

“…Eskildsen and Wagner () demonstrated how an L1 Mexican Spanish learner of English began using the prepositions ‘under’ and ‘across’ with the help of specific gestures, documenting how those gestures were also part of later usages of the two words. Pekarek Doehler and Berger () described how an L1 German‐speaking au‐pair's story‐openings changed over 9 months in a French‐speaking host family. In contrast to cross‐sectional work, these and other longitudinal studies document how long‐term changes beyond the single moments of ‘doing learning’ take place gradually, both via the accumulation of language resources and the diversification of ‘methods’ for social action.…”

Section: Language Learning As a Temporal And Observable Members’ Phenmentioning

confidence: 99%

“…Therefore, researchers drawing on either a cognitivist or a social framework (see Ortega, ) face the task of demonstrating change over time as evidence for learning. Within Conversation Analytic literature on L2 learning (CA–SLA), this task has perhaps most systematically been pursued in studies investigating learners’ developing interactional competence (e.g., Pekarek Doehler & Berger, ) and CA studies in the usage‐based framework of language learning (e.g., Eskildsen & Wagner, ). In these contexts, a discussion has also emerged on how—and in what kinds of timescales—language learning manifests itself in social interaction (e.g., Pekarek Doehler & Berger, ; Pekarek Doehler & Lauzon, ).…”

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confidence: 99%

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Retrospective Orientation to Learning Activities and Achievements as a Resource in Classroom Interaction

Jakonen

2018

The Modern Language Journal

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This article explores the temporal nature of language learning in classroom settings through the lens of Conversation Analysis (CA) by drawing on video‐recorded interactions from Content and Language Integrated (CLIL) classrooms. It outlines some methodological challenges that the task of documenting language learning in and as observable social interaction poses for CA studies of second language (L2) learning and proposes that learning has typically been described as either a situated activity (in cross‐sectional studies) or a series of intermediate achievements (in longitudinal studies). The empirical analysis focuses on interactional instances in which students observably invoke and describe their earlier learning activities or achievements as part of some ongoing classroom activity, either in whole‐class or peer interaction. It is argued that such instances of a retrospective orientation to learning offer empirical materials for examining learning trajectories from a participant's perspective, how connections between moments and social domains separated by time and space are forged, and how resources are accumulated, recalibrated, and put to use. The focal interactions also raise conceptual implications for the ways in which learning is both situated and transferable, as well as methodological implications for how retrospection can best be rendered analytically accessible by way of a CA approach.

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Section: Language Learning As a Temporal And Observable Members’ Phenmentioning

confidence: 99%

Section: Language Learning As a Temporal And Observable Members’ Phenmentioning

confidence: 99%

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confidence: 99%

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Retrospective Orientation to Learning Activities and Achievements as a Resource in Classroom Interaction

Jakonen

2018

The Modern Language Journal

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“…Pekarek Doehler and Pochon-Berger (2015) refer to the management of routinized yet context-sensitive procedures to define L2 IC and establish the longitudinal diversification of members' methods for these procedures as well as an increased Balaman & Sert Bellaterra Journal of Teaching & Learning Language & Literature. 10.3 (Aug-Sept 2017) ISSN 2013 12 ability to deploy context-sensitive sequential and linguistic resources as the basis for interactional development in an L2 (Pekarek Doehler & Berger, 2016). In a similar vein, Barraja-Rohan (2011) notes that L2 IC is "the ability to accomplish social actions befitting the interactional context" (p. 482).…”

Section: Literature Reviewmentioning

confidence: 99%

“…To these ends, it can be claimed that L2 learners' adaptations to the interactional context bring about a subsequent change in the ways that they manage the local contingencies of interaction (Pekarek Doehler & Berger, 2016;Taguchi, 2014 Goodwin, 2000;2013). The interplay between talk and other surrounding conduct is increasingly becoming a research interest for gaining a complete picture of how actions are formulated with an orientation to the context.…”

Section: Literature Reviewmentioning

confidence: 99%

Local Contingencies in L2 Tasks: A Comparison of Context-Sensitive Interactional Achievements across Two Different Task Types

Balaman

Sert

2017

Bellaterra J. Teach. Learn. Lang. Lit

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Recent research on L2 interaction and interactional competencies shows that L2 learners deploy a great diversity of interactional resources and adapt their talk to context-sensitive differences in various institutional settings. Although there is a growing interest in how these resources vary in different settings, comparative investigations into the interactional mechanisms in different contexts is scarce. With this mind, using Conversation Analysis, this study sets out to provide a snapshot of how a focal L2 learner manifests an observable diversity in task openings of a face-to-face discussion task and an online emergent information gap task. We focus on the first encounters with these two task types and settings and describe participant orientations to context-sensitive conduct on a turn-by-turn basis. The findings demonstrate differences in turn taking, allocation and design as well as in action formation, thus contributing to L2 interactional competence research based on comparative analyses of two single cases.Keywords: Conversation analysis; task-oriented interaction, L2 interactional competence, context sensitivity, task types Resumen Investigaciones recientes sobre la interacción en la L2 y las competencias interacciónales muestran que los alumnos de L2 despliegan una gran diversidad de recursos interacciónales y adaptan su conversación a diversos contextos institucionales. Aunque existe un interés creciente en cómo estos recursos varían en diferentes contextos, es escasa la investigación comparativa de los mecanismos de interacción en diferentes contextos. Es sobre estas líneas que este estudio, usando el Análisis de Conversación, se propone proporcionar una mirada de cómo un alumno de L2 manifiesta una diversidad observable en su aproximación a una tarea de discusión cara a cara y una tarea en línea. Nos enfocamos, turno por turno, en el primero encuentro del alumno con estos dos tipos de tareas y describimos las orientaciones del participante hacia una interacción sensible al contexto. Los hallazgos demuestran diferencias en la toma de turnos, la asignación, el diseño, y la implementación de sus acciones, contribuyendo así a la investigación de la competencia interaccional en la L2, basada en análisis comparativos de dos casos individuales.Palabras clave: Análisis de la conversación; interacción orientada a tareas, competencia interaccional en la L2, sensibilidad al contexto, tipología de tareas Balaman & SertBellaterra Journal of Teaching & Learning Language & Literature. 10.3 (Aug-Sept 2017) ISSN 10 Resum Investigacions recents sobre la interacció en la L2 i les competències interaccionals mostren que els alumnes de L2 despleguen una gran diversitat de recursos interaccionals i adapten la seva conversa a diversos contextos institucionals. Encara que hi ha un interès creixent en com aquests recursos varien en diferents contextos, és escassa la investigació comparativa dels mecanismes d'interacció en diferents contextos. És sobre aquestes línies que aquest estudi, usant l'Anàlisi de Conve...

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Second Language Pragmatics

Roever

2023

The Encyclopedia of Applied Linguistics

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L2 pragmatics investigates second language users' ability to engage in extended interaction with others and use language appropriately to the interlocutor, discourse context, and physical context. It was traditionally informed by speech act theory and politeness theory, but the theoretical framework has in recent years shifted toward conversation analysis. Mirroring research in second language acquisition, the main interest of second language pragmatics is learners' development. The impact of individual difference factors has also been investigated, with the roles of proficiency and the learning environment drawing most research attention. Research on L2 pragmatics and interaction has the potential to inform pedagogy and assessment, and L2 pragmatic and interactional abilities have been shown in research studies to be teachable and assessable. However, the integration of findings from L2 pragmatics and interaction research in curricula and test instruments is still lacking. This entry discusses these subtopics of L2 pragmatics research.

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L2 Interactional Competence as Increased Ability for Context-sensitive Conduct: A Longitudinal Study of Story-openings: Table 1:

Cited by 65 publications

References 14 publications

Retrospective Orientation to Learning Activities and Achievements as a Resource in Classroom Interaction

Retrospective Orientation to Learning Activities and Achievements as a Resource in Classroom Interaction

Local Contingencies in L2 Tasks: A Comparison of Context-Sensitive Interactional Achievements across Two Different Task Types

Second Language Pragmatics

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