L2 grammar‐for‐interaction

Functions of “and”‐prefaced turns in L2 students’ collaborative talk

Dados Bibliográficos

ID21360122
AutoresFrantišek Tůma (0000-0001-9391-1353, Department of Foreign Language Business Communication, Institute for Slavic Languages WU: Vienna University of Economics and Business Wien Austria), Leila Kääntä (0000-0002-0642-1506, Faculty of Humanities and Social Sciences, Department of Language and Communication Studies University of Jyväskylä, Finland, autor correspondente), Teppo Jakonen (0000-0002-7250-0042, School of Languages and Translation Studies University of Turku Turku Finland)
Ano2023
Volume107
Fascículo4
Páginas991-1010
Data de publicação2023-12-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoModern Language Journal (JOURNAL)
Identificadores do periódicoISSN: 0026-7902 • E-ISSN: 1540-4781
EditoraWiley (PUBLISHER • GB)
DOI10.1111/modl.12885
OpenAlexW4388337822
IdiomaEN
Citações recebidas5
Referências citadas46

This article examines how second language (L2) interactional competence is manifested in students’ use of “and”‐prefaced turns when doing meaning‐focused oral tasks in pairs and small groups. Drawing on video recordings from English‐as‐a‐foreign‐language upper‐secondary classes recorded in Czechia and Finland, 86 sequences involving “and”‐prefaced turns were scrutinized using multimodal conversation analysis, focusing on language, gaze, and material resources. The findings suggest that by producing “and”‐prefaced turns, students orient to task progression. These turns have two functions: task managerial and contribution to the emerging task answer. By using task‐managerial “and”‐prefaced turns, the current speaker invites another student to participate, while in “and”‐prefaced contributions to the task answer, a participant adds to, generalizes, or modifies the previous task answer. The analysis shows that students mobilized their L2 interactional competence in producing “and”‐prefaced turns in close coordination with embodied resources and with respect to the spatio‐material surroundings and the nature of the task. These findings contribute to the multimodal reconceptualization of the grammar–body interface and research on turn‐initial particles within L2 interactional competence

Competence (human resources) · Conversation · Conversation analysis · Embodied cognition · Gaze · Grammar · Linguistics · Task (project management) · Artificial Intelligence · Communication · Computer Science · EFL/ESL Teaching and Learning · Language, Discourse, Communication Strategies · Language, Metaphor, and Cognition · Psychology · Social Psychology