Carmen Konzett‐Firth
Biographic Data
| ID | 6479682 |
|---|---|
| NAME | Carmen Konzett‐Firth |
| GIVEN NAMES | Carmen |
| FAMILY NAME | Konzett‐Firth |
| SIGNATURE | FIRTH C K |
| AFFILIATIONS | Universität Innsbruck |
| ORCID | 0000-0002-1692-1993 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
From a Learner's Perspective
In task‐based language learning, learners have to deal with the challenge of moving the task and the talk concurrently forward. In doing so, they develop sets of task‐relevant, interactional, and multimodal resources. In this study we use multimodal longitudinal conversation analysis to investigate one learner's L2 interactional competence development in video‐mediated task‐based interactions in English as a foreign language. We present how the L…
Pre-service teachers' understanding of teaching L2 French interactional competence through TBLT
This paper reports on a university seminar for pre-service teachers (PST) of L2 French in which a conversation analytic concept of language use was combined with the methodology of task-based language teaching (TBLT) to teach L2 interactional competence (L2 IC). In the course, participants carried out a needs analysis, designed pedagogical tasks that focused on teaching L2 IC and trialed them in real classrooms before evaluating both their tasks'…
On the development of interactional competence in L2 French
This paper contributes to the field of the development of L2 Interactional Competence (L2 IC) as researched from a Conversation Analysis perspective. The study investigates L2 speakers in dyadic peer interactions in a foreign language classroom, zooming in on one learner's development of linguistic resources and interactional practices for beginning a responsive turn at talk. The analysis is based on a data set of 15 videorecorded peer interactio…
Pre-service teachers' understanding of teaching L2 French interactional competence through TBLT
This paper reports on a university seminar for pre-service teachers (PST) of L2 French in which a conversation analytic concept of language use was combined with the methodology of task-based language teaching (TBLT) to teach L2 interactional competence (L2 IC). In the course, participants carried out a needs analysis, designed pedagogical tasks that focused on teaching L2 IC and trialed them in real classrooms before evaluating both their tasks'…
On the development of interactional competence in L2 French
This paper contributes to the field of the development of L2 Interactional Competence (L2 IC) as researched from a Conversation Analysis perspective. The study investigates L2 speakers in dyadic peer interactions in a foreign language classroom, zooming in on one learner's development of linguistic resources and interactional practices for beginning a responsive turn at talk. The analysis is based on a data set of 15 videorecorded peer interactio…
Pre-service teachers' understanding of teaching L2 French interactional competence through TBLT
This paper reports on a university seminar for pre-service teachers (PST) of L2 French in which a conversation analytic concept of language use was combined with the methodology of task-based language teaching (TBLT) to teach L2 interactional competence (L2 IC). In the course, participants carried out a needs analysis, designed pedagogical tasks that focused on teaching L2 IC and trialed them in real classrooms before evaluating both their tasks'…
From a Learner's Perspective
In task‐based language learning, learners have to deal with the challenge of moving the task and the talk concurrently forward. In doing so, they develop sets of task‐relevant, interactional, and multimodal resources. In this study we use multimodal longitudinal conversation analysis to investigate one learner's L2 interactional competence development in video‐mediated task‐based interactions in English as a foreign language. We present how the L…
EFL/ESL Teaching and Learning (3 works) · Affordance (2 works) · Communicative competence (2 works) · Competence (human resources (2 works) · Computer Science (2 works) · Conversation (2 works) · Conversation analysis (2 works) · Language, Discourse, Communication Strategies (2 works) · Language, Metaphor, and Cognition (2 works) · Psychology (2 works)