‘How was your weekend?’
Developing the interactional competence in managing routine inquiries
Bibliographic Data
| ID | 20403423 |
|---|---|
| Authors | H Z Waring (0000-0002-0652-568X, Columbia University, corresponding author) |
| Year | 2013 |
| Volume | 22 |
| Issue | 1 |
| Pages | 1-16 |
| Publication date | 2013-02-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Language Awareness (JOURNAL) |
| Journal identifiers | ISSN: 0965-8416 • E-ISSN: 1747-7565 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/09658416.2011.644797 |
| OpenAlex | W2113410014 |
| Language | EN |
| Citations received | 8 |
| References cited | 36 |
Given the cross-cultural differences underlying interactional routines such as ‘How are you?’ or ‘How was your weekend?’, managing such routine inquiries can be problematic for second language learners. Based on data from an adult ESL (English as a second language) class, this conversation analytic study shows how learners develop their competence in mastering the sociopragmatic and pragmalinguistic aspects of certain interactional routines in English over the span of nine weeks. Through detailed analyses of teacher–learner interactions, I show what is being ‘taught’, how it is done, and what evidence of development may be garnered. Findings of this study contribute to the growing interest in the development of interactional competence and, in particular, the application of conversation analysis (CA) to the study of such development. Keywords: interactional competencelearningdevelopmentlongitudinalconversation analysisinteractional routinescross-cultural pragmatics Acknowledgements This research would not have been possible without the generosity of the ESL teacher and his students who allowed my camera to ‘eavesdrop’ as they went about their classroom business. I would like to thank an anonymous reviewer for productive feedback and the ESL teacher for helpful insights. All remaining inadequacies are mine
Conversation · Conversation analysis · Linguistics · Pedagogy · Pragmatics · Communication · EFL/ESL Teaching and Learning · Language, Discourse, Communication Strategies · Language, Metaphor, and Cognition · Psychology · Social Psychology
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Doing Being Playful in the Second Language Classroom
On the development of interactional competence in L2 French
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Rethinking Foreign Language Education in Tunisian Preschools
How was your day?”
Initiating and delivering news of the day
Sociocultural dimensions of language use
The Ecology and Semiotics of Language Learning
Pragmatics in Language Teaching
Doing Conversation Analysis
Social Actions for Classroom Language Learning
L2 Interactional Competence and Development
Pragmatics in language teaching
Using Explicit Positive Assessment in the Language Classroom
Word Searches in NNS–NS Interaction
Developmental issues in second language conversation
Learning as Changing Participation
Culture in second language teaching and learning
Sequence Organization in Interaction
Classroom Interactive Practices for Developing L2 Literacy
Toward a Learning Behavior Tracking Methodology for CA-for-SLA
Beyond Repair
Conceptualising ‘Learning’ in Applied Linguistics
Interaction as method and result of language learning
The acquisition and perception of formulaic language and foreign language teaching
Extreme case formulations
Cross-Cultural Pragmatic Failure
On Discourse, Communication, and (Some) Fundamental Concepts in SLA Research
Interactional routines as a mechanism for L2 acquisition and socialization in an immersion context
A conversation analytical study of telephone conversation openings between native and nonnative speakers
Situated Learning
| Unique citing works | 8 |
|---|---|
| Citations per year | 0,62 |
| Citation span | 2013 - 2025 (13) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 6 |