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This volume features the latest research findings on L2 interactional competence to demonstrate the potential for developing and implementing research-based pedagogy that targets interactional competence (IC) in early instruction in a variety of L2 learning and teaching contexts. Incorporating contributions from both leading and emerging researchers in the area, the book is organized into four sections to provide a systematic account of interactional competence, defined as a set of skills required töco-construct an effective interaction with a variety of interlocutors in a variety of settings, and advocates for IC to be part of a well-rounded curriculum of L2 instruction. The volume provides a comprehensive overview of the different theoretical perspectives on IC within Conversation Analysis, and moves into a discussion of conversation-analytic research findings from a variety of contexts and of their pedagogical implications.The book then presents examples of pedagogy in practice and also illustrates the potential for implementing IC in testing settings. This volume makes a valuable contribution to the growing literature on interactional competence and will be of particular interest to graduate students and researchers in applied linguistics, SLA, language education, curriculum and instruction studies, and educational linguistics.
Chapter 13 of this book is freely available as a downloadable Open Access PDF under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license: https://tandfbis.s3-us-west-2.amazonaws.com/rt-files/docs/Open+Access+Chapters/9781138038998_oachapter13.pdf
List of contents
Introduction
Rafael Salaberry And Silvia Kunitz
Section I: Theoretical and Methodological Approaches
Chapter 1 - On the Nature and the Development Of L2 Interactional Competence: State of the Art and Implications for Praxis
Simona Pekarek Doehler
Chapter 2 - Some Theoretical Reflections on the Construct of Interactional Competence
Numa Markee
Chapter 3 - The Construction of Interactional Incompetence in L2 Interaction
Eric Hauser
Section II: Research-Based Insights for Teaching
Chapter 4 – Ohja. Ja. Ja. (‘Ohyes. Yes. Yes.’): Providing the Appropriate Next Relevant Action in L2 Interaction
Carmen Taleghani-Nikazm
Chapter 5 – The Interplay Between Collaborative Turn Sequences and Active Listenership: Implications for the Development of L2 Interactional Competence
Olcay Sert
hatntialstep forward and l research-based implementations…sense that first we talk about insights for teaching and, immediate Chapter 6 – Developing and Teaching Interactional Competence in Japanese Style Shifting
Naoko Taguchi And Dina Yoshimihatntialstep forward and l research-based implementations…sense that first we talk about insights for teaching and, immediate
Section III: Research-Informed Pedagogy
Chapter 7 – Interactional Competence and Study Abroad: Empirical Methods, Findings, and Pedagogical Implications
Kate White
Chapter 8 – Developing Interactional Competence with Limited Linguistic Resources
Hansun Zhang Waring
Chapter 9 – Instructed L2 Interactional Competence in the First Year
Silvia Kunitz and Meng Yeh
Chapter 10 – Making Sense of Interactional Trouble Through Mobile-Supported Sharing Activities
Niina Lilja and Arja Piirainen Marsh
Section IV: Testing
Chapter 11 – What Counts as Evidence For Interactional Competence? Developing Criteria for a Germa Classroom-Based Paired Speaking Project
Thorsten Huth and Emma Betz
Chapter 12 - Testing Interactional Competence in Second Language Classrooms: Goals, Formats and Caveats
Katharina Kley
Chapter 13 - Doing Versus Assessing Interactional Competence
Erica Sandlund and Pia Sundqvist
Conclusion
Hanh Thi Nguyen
About the author
M. Rafael Salaberry is Mary Gibbs Jones Professor of Humanities and Director of the Center for Languages and Intercultural Communication at Rice University, USA.
Silvia Kunitz is University Lecturer in the Department of English at Stockholm University, Sweden.
Summary
This volume features the latest research findings on L2 interactional competence to demonstrate the potential for developing and implementing research-based pedagogy that targets interactional competence in early instruction in a variety of L2 learning and teaching contexts.
