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Drawing on data from a range of contexts, including classrooms, pharmacy consultations, tutoring sessions, and video-game playing, and a range of languages including English, German, French, Danish and Icelandic, the studies in this volume address challenges suggested by these questions: What kinds of interactional resources do L2 users draw on to participate competently and creatively in their L2 encounters? And how useful is conversation analysis in capturing the specific development of individuals’ interactional competencies in specific practices across time? Rather than treating participants in L2 interactions as deficient speakers, the book begins with the assumption that those who interact using a second language possess interactional competencies. The studies set out to identify what these competencies are and how they change across time. By doing so, they address some of the difficult and yet unresolved issues that arise when it comes to comparing actions or practices across different moments in time.
Hall et al have advanced our understanding of second language learning with this timely collection. Contributors demonstrate the importance of interactional competence and they show how it develops through embodied participation in multi-party interaction. This collection provides a comprehensive account of one of most exciting developments in second language learning and teaching.
Joan Kelly Hall is Professor of Applied Linguistics in the Department of Applied Linguistics at Pennsylvania State University.
John Hellermann is Assistant Professor of Applied Linguistics in the Department of Applied Linguistics at Portland State University.
Simona Pekarek Doehler is Professor of Applied Linguistics at the University of Neuchâtel, Switzerland.
Preface
Chapter 1-Joan Kelly Hall and Simona Pekarek Doehler: Introduction: Interactional Competence and Development
Section One: The Nature of L2 Interactional Competence
Chapter 2-Arja Piirainen-Marsh: Enacting Interactional Competence in Gaming Activities: Co-Producing Talk with Virtual Others
Chapter 3-Fritjof Sahlström: Learning as social action
Chapter 4-Fee Steinbach Kohler and Steven L. Thorne: The social life of self-directed talk: A sequential phenomenon?
Chapter 5-Gudrun Theodórsdóttir:Second language use for business and learning
Chapter 6- Rémi A. van Compernolle: Responding to questions and L2 learner interactional competence during language proficiency interviews: A microanalytic study with pedagogical implications
Section Two: Development of L2 Interactional Competence
Chapter 7- John Hellermann: Members' methods, members’ competencies: Looking for evidence of language learning in longitudinal investigations of other-initiated repair
Chapter 8-Hanh thi Nguyen: Achieving Recipient Design Longitudinally: Evidence from a Pharmacy Intern in Patient Consultations
Chapter 9- Simona Pekarek Doehler and Evelyne Pochon-Berger: Developing ‘methods’ for interaction: A cross-sectional study of disagreement sequences in French L2
Chapter 10- Emily Rine and Joan Kelly Hall: Becoming the Teacher: Changing Participant Frameworks in International Teaching Assistant (ITA) Discourse