Topic management in French L2

Abstract

Drawing on Conversation Analysis, this paper investigates free occurring conversational data in French as a second language. Its focus of attention is a debated concept within the conversation analytic approach, i.e., topic management. After an overview of the existing literature on topic management and the conceptualisation of learning and L2 interactional competence, the main part of the article will be concerned with data analysis. The data show an au-pair girl speaking French with her host-family at different points in time. The longitudinal design allows for describing in detail and conceptualising L2 interactional competence and its development. In fact, taking into consideration interactional aspects, such as sequential and action organisation, it contributes to a better understanding of L2 learning. The results show how topic management is not only the object of, but also the means for, learning an L2, whilst being socialised into the very same L2. This article contributes to an ongoing debate in the field of CA and, especially, CA-SLA about conceptualising L2 learning and tracking the development of L2 interactional competence.

Changing practices for connected discourse: Starting and developing topics in conversation

“…In research on German speaking au pairs using French as an additional language, König (2013König ( , 2020 has also shown how learners use and orient to abrupt topic introductions. Evidence of development is seen when the learners repair the abrupt introductions.…”

Interlanguage pragmatics and instructional pragmatics: Two vibrant and illuminating research fields

“…However, many other related communicative phenomena and idiosyncrasies of learners' communicative behaviour in their respective L2s have not been overlooked by practitioners in the field. Suffice to mention pragmatic failure (THOMAS, 1983;BEEBE, TAKAHASHI, 1989), pragmatic transfer (KASPER, 1992), (im)politeness and relational work (HINKEL, 1996;LoCASTRO, 1997), conversational management (KÖNIG, 2013;SHIVELY, 2015), or the use of pragmatic or discourse markers (ROMERO TRILLO,2002;GÁNEM-GUTIÉRREZ, ROEHR, 2011). In contrast, the works addressing L2 comprehension are less numerous, although not for this reason are they less illuminating or helpful.…”