Micheline Chalhoub-Deville (University of North Carolina at Greensboro, USA)
Context/task-centered interactional second/foreign language testing constructs and validation
Over the years, representations of the L2 testing construct have remained primarily cognitive in their underpinnings. The instability of performance across tasks, which is empirically supported by task specificity findings and theoretically by sociocognitive arguments, compels language testing researchers to consider the sociocognitive perspective in theory formulation and operational practices. [Long Abstract]
Eric Hauser (University of Electro-communications, Japan, and University of Hawaiʻi at Mānoa, USA)
The construction of interactional incompetence in L2 interaction
I will focus on one instance of Japanese interaction in which one of the participants, an L2 user of Japanese, is constructed by other participants (L1 Japanese users) as interactionally incompetent. Multi-modal Conversation Analysis is used to explicate how this is accomplished. Implications for L2 interactional competence are discussed. [Long Abstract]
Niina Lilja (University of Tampere, Finland)
Brendon Clark (Interactive Institute Stockholm, Sweden)
Co-designing a “navigation system” for language learning in-the-wild
Building on CA-SLA research on interactional competences as co-constructed and sensitive to the contingencies of interaction, this paper analyzes out-of-classroom language learning activities. It gives special attention to the material ecologies that shape these activities, and shows how students co-design their encounters in-the-wild and reflect upon them back in the classroom. [Long Abstract]
Numa Markee (University of Illinois at Urbana-Champaign, USA)
On competence and intersubjective agency: A post-cognitive perspective
In this paper, I use transcripts of classroom interaction and various classroom materials developed for different ESL classes as the empirical point of departure for a practical discussion of what “doing interactional competence” in the context of task based language teaching means. I then use these data to address a number of theoretical points in the applied linguistics literature from a conversation analytic perspective. [Long Abstract]
Olcay Sert (Hacettepe University, Turkey)
Active Listenership as an Indicator of L2 Interactional Competence: Insights from an “Oral Communication Skills” Course
Based on 174 multi-party L2 discussion tasks recorded at different times throughout two semesters, I will show how L2 users display development of L2 IC through more active listenership. Implications will be given for teaching conversational skills and for developing a reflective and process-based syllabus. [Long Abstract]
Naoko Taguchi (Carnegie Mellon University, USA)
Developing interactional competence in Japanese: Style shifting across discourse boundaries
This presentation discusses interactional competence in L2 Japanese by illustrating learners’ ability to signal discourse boundaries through style shifting between the polite and plain form during interaction. After illustrating style shifting as an indicator of interactional competence, I will present tasks that illustrate the indexical approach to teaching speech styles and style shifting. [Long Abstract]
Carmen Taleghani-Nikazm (Ohio State University, USA)
On the Development of L2 Interactional Competence in Online Spoken Communication
The talk focuses on L2 interactional competence and demonstrates how second language learners manage talk and pedagogical tasks while engaged in Video Conference communication. The talk will end with a discussion of practical ways of using technology to teach and practice interactional competence outside of classroom. [Long Abstract]
Hansun Zhang Waring (Teachers College, Columbia University, USA)
Developing interactional competence with limited linguistic resources
Interactional competence does not presuppose linguistic complexity. Pre-closing, for example, can be done via a simple Okay. Based on Wong and Waring’s (2010) model of interactional practices, I identify specific areas of turn-taking, sequencing, overall structuring, and repair that may be amenable to instruction geared towards lower-level learners of ESL. [Long Abstract]