Abstract:Mastering a language implies being able to deploy a wide variety of speech genres (Bakhtin 1952–1953). However, the features which define these genres are often obscure to students or
‘occluded’ in the sense used by Swales (1996). In this paper, nine dialogues between
B1-level French learners in the context of an oral exam are analysed in order to describe the degree of dialogic
competence-in-performance (Weigand 2017) achieved. Because these dialogue… Show more
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