Social interaction and competence development: Learning the structural organization of a communicative practice

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

“…Starting from the notion that development means change over time, most studies use a longitudinal research design that follows the interactional practices of one or a small number of target participants over a longer or shorter time span (days, months, or years). These studies often focus on a defined social action or activity, such as the opening of a task or a storytelling (Hellermann, , ; Pekarek Doehler & Berger, ), self‐repair (Hellermann, ; Sert & Balaman, ), or practices for managing transitions between topics and activities (Kim, ; Nguyen, ; Nguyen, ). Based on longitudinal recordings of naturally occurring conversations and related micro‐level transcriptions, they track how the target participants change their practices for accomplishing the particular actions or activities over time.…”

“…Both Hellermann's (, ) studies of beginner to intermediate adult ESL students and Pekarek Doehler and Berger's () study of an advanced French L2 speaker show that the development of L2 ICs in regard to the openings of tasks and of storytellings implies an increased use of prefatory work which, in turn, results in more locally adequate recipient design. This development is in part facilitated by increased linguistic resources; equally important, it reflects L2 speakers' abilities to use existing linguistic resources in new ways (Nguyen, ; Pekarek Doehler & Pochon‐Berger, ).…”

Epistemological Reorientations and L2 Interactional Settings: A Postscript to the Special Issue

“…Mention also has to be made of an extensive body of research on settings designated for language learning outside of classrooms. These types of “nonformal institutional interactions” (Hauser, ) comprise diverse activity types, including (writing) tutorials (Nguyen, ; Seo & Koshik, ; Young & Miller, ; Waring, ), conversations‐for‐learning (Hauser, ; Kasper & Kim, ; Kim, ), an extensive reading book club (Ro, , ), and augmented reality games (Hellermann, Thorne, & Fodor, ). They share interactional commonalities both with ordinary conversation and institutional talk in L2 speakers’ lifeworld and with expressly pedagogical activities.…”

Coping With L2 Sociopragmatic Sensitivity Using a Story-Based Approach

“…However, interaction plays a major role for learners to co-construct experience and, thus, to develop sociopragmatic competence (Bella, 2011;Nguyen 2012). Hence, providing strategic interaction tasks in EFL classrooms can lead students to co-construct multiple turns in a multi-party interaction to develop L2 sociopragmatic competence (Nguyen, 2012;Kim & Taguchi, 2014;Kim & Taguchi, 2016).…”

“…For these diverse cultural backgrounds, the classroom should become the place for every individual learner to obtain necessary input and experiences to reach the same goals of learning (Nieto, 2010). Secondly, EFL learners need a motivating environment in which the agent in the classroom can collaborate with them to co-construct experiences that lead to optimum learning achievement (Nguyen, 2012). Unfortunately, teacher-student interaction has rarely served as a medium to co-construct a communicative action due to unequal status; and student-student interaction has been caught up in unnatural dyadic interaction following textbook practices.…”