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This paper outlines some findings of a three-month investigation into the effects of students’ interpersonal relationships on communication in two EFL classrooms in a Japanese university. Data was collected to identify and describe the various social subgroups that existed within the classes, and samples of classroom discourse were then analysed to investigate how students’ social positioning in the classroom affected the observed interaction. The analysis suggests that the relationships that students develop in the classroom do have implications for interaction, and that conducting research into those relationships could have a positive impact on teachers management of classroom interaction.

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In this paper I describe and analyse learner task-based interactions from a multimodal perspective with the aim of better understanding how learners’ interpersonal relationships might affect task performance. Task-based pedagogy is focused on classroom interaction between learners, yet analysis of tasks has often neglected the analysis of this interaction. The empirical studies that have occurred have mostly looked at the relationship between task-design and task-performance, ignoring other aspects of context, such as friendship groupings. Friendship groupings among learners are argued to impact upon classroom interaction and affect what we do as teachers and, as such, require attention. In the project reported on here I undertook a multimodal analysis of the interactions of one class of Japanese EFL learners, focusing in this paper on one particular learner performing a task in two different groups. The discussion suggests that his interpersonal relationships with the other learners do affect his task performance and success in engaging with the aims of the task.