Second language interactional competence and its development: An overview of conversation analytic research on interactional change over time

Marian, Klara Skogmyr; Balaman, Ufuk

doi:10.1111/lnc3.12285

Cited by 33 publications

(12 citation statements)

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“…A more recent line of longitudinal research has been conducted in CA-SLA-CA research on second-language acquisition-regarding the development of interactional competence by speakers of a second language (for an overview see Skogmyr Marian & Balaman, 2018). This work has investigated change over time in speakers' practices for turn taking (Cekaite, 2007), disagreeing (Pekarek Doehler & Pochon-Berger, 2011), opening storytellings (Hellermann, 2008;Pekarek Doehler & Berger, 2018), repairing conversational trouble (Hellermann, 2011), and more generally managing participation (Nguyen, 2011).…”

Section: Or Expertsmentioning

confidence: 99%

Longitudinal Conversation Analysis - Introduction to the Special Issue

Deppermann

Doehler

2021

Research on Language and Social Interaction

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How do people's interactional practices change over time? Can conversation analysis identify those changes, and if so, how? In this introductory article, we scrutinize the novel insights that can be gained from examining interactional practices over time and discuss the related methodological challenges for longitudinal CA. We first retrace CA's interest in the temporality of social interaction and then review three lines of current CA work on change over time: developmental studies, studies of sociohistorical change, and studies of joint interactional histories. Existing work shows how the execution of locally coordinated actions and their meanings change over time; how prior actions inform future actions; and how resources, practices, and structures of joint action emerge over people's repeated interactional encounters. We conclude by arguing that the empirical analysis of the microlevel organization of social interaction, which is the hallmark of CA, can elucidate the fine-grained situated interactional infrastructure that provides for the larger-scale social dynamics that have been of interest to other lines of research.A society's members encounter and know the moral order as perceivedly normal courses of action-familiar scenes of everyday affairs, the world of daily life known in common with others and with others taken for granted. (Garfinkel, 1964, p. 225) Ethnomethodology (EM) and Conversation Analysis (CA) have set out to uncover the commonsense knowledge and procedures (or member's methods) at work in everyday activities. But where do such procedures and knowledge-and their sharedness-come from? How do people adapt their methods for action and practical reasonings when entering new situations, interacting in new media, or when coming to know each other better over time? How do people come to build "the routine grounds of everyday actions" and to "encounter and know the moral order as perceivedly normal courses of action" (Garfinkel, 1964, p. 225)? How do practices change, and how might CA be used to track those changes?This special issue scrutinizes how people's practices for action and related normative expectations change over repeated interactions across time. Such change over time in interactional practices has only recently started to be explored systematically from an EMCA perspective (see the articles in Pekarek . Our aim is to showcase ongoing studies and synthesize prior research in longitudinal CA, to exemplify the novel insights to be gained from examining interactional practices over time, and to discuss methodological challenges related to this endeavor. The longitudinal approach to social interaction is motivated by an interest in change both on an individual and on a societal level. Longitudinal studies on the micro-organization of social interaction aim at understanding how the execution of actions and their meanings change over time; how prior actions inform actions further in the future than CA's usual more immediate, local, timescale; and how resources,

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Section: Or Expertsmentioning

confidence: 99%

Longitudinal Conversation Analysis - Introduction to the Special Issue

Deppermann

Doehler

2021

Research on Language and Social Interaction

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“…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.…”

mentioning

confidence: 99%

The Routinization of Grammar as a Social Action Format: A Longitudinal Study of Video-Mediated Interactions

Doehler

Balaman

2021

Research on Language and Social Interaction

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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

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“…The aforementioned shortcoming (i.e., failing to document a change) has been covered within another branch of CA–SLA studies—namely, longitudinal CA studies on language learning (see, e.g., the edited books by Hall, Hellermann, & Pekarek Doehler, 2011; Pekarek Doehler, Wagner, & González–Martínez, 2018; for a recent review, see Skogmyr Marian & Balaman, 2018). In their early article, Brouwer and Wagner (2004) maintained that CA–SLA studies “have to demonstrate how language learning as a social accomplishment takes place over time” (p. 31).…”

Section: Conversation Analysis For Second Language Acquisition Changmentioning

confidence: 99%

“…The aforementioned challenges are acknowledged and have been debated within longitudinal CA–SLA research (see, e.g., Hall & Pekarek Doehler, 2011; Skogmyr Marian & Balaman, 2018; Wagner et al., 2018). Also, other ways to approach the longitudinal temporality have emerged recently.…”

Section: Conversation Analysis For Second Language Acquisition Changmentioning

confidence: 99%

Orientation to Language Learning Over Time: A Case Analysis on the Repertoire Addition of a Lexical Item

Kotilainen

Kurhila

2020

The Modern Language Journal

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This article explores language learning as the speakers’ microlongitudinal project in interaction. Using conversation analysis (CA) as a method, we present a single‐case analysis on how a change occurs in the linguistic repertoire of 2 learners of Finnish. We discuss the challenges that the temporal aspect in learning poses within CA, such as the difficulty in documenting a change on the one hand, and on the other hand, the risk of losing the emic perspective of the participants if they do not orient to the change. By illustrating a complete learning project, which begins when the participants encounter a need to use a certain (for them, unknown) word and ends when they use the word independently in interaction, we will demonstrate how a change in the linguistic repertoire of the participants occurs, as a result of their own actions and orientations, without compromising CA's emic perspective. It will be argued that the unique capacity of CA to recover the participants’ sense‐making practices in interaction gives us a lens to not only document change but also to understand its internal dynamics.

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Second language interactional competence and its development: An overview of conversation analytic research on interactional change over time

Abstract: This paper reviews the research on the development of second language (L2) interactional competence. We first provide an overview of the historical advance-

Cited by 33 publications

References 103 publications

Longitudinal Conversation Analysis - Introduction to the Special Issue

Longitudinal Conversation Analysis - Introduction to the Special Issue

The Routinization of Grammar as a Social Action Format: A Longitudinal Study of Video-Mediated Interactions

Orientation to Language Learning Over Time: A Case Analysis on the Repertoire Addition of a Lexical Item

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