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L2 Interactional Competence and L2 Education
2021I have been invited, in this discussion piece, to offer my view on the opportunities and challenges that arise, for L2 education, from empirical studies on L2 acquisition. In this chapter, I therefore lay out what I see as central conditions for L2 education to move toward a more systematic concern with L2 learners' abilities to participate in social ...
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Grammar as validity evidence for assessing L2 interactional competence
Applied Pragmatics, 2023Abstract This study examines how L2 learners of English at different pragmatic performance levels implement requests during role-play assessment interaction. In doing so, the role of grammar-for-interaction as validity evidence of assessing interactional competence is explicated.
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Interactional Competence and L2 Pragmatics
2019Viewing interactional competence (IC) as simply a pragmatic match between cultural expectations and observed forms of talk in a discursive practice may lead us to believe that IC is simply a question of pragmatics, but this would be a mistake. Many researchers have described how IC develops in L2, and still others have developed procedures for ...
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The development of L2 interactional competence in Arabic: The case of multiple requests
Foreign Language Annals, 2022AbstractThis study explored the development of L2 learners' interactional competence in Arabic when making requests. Combining a longitudinal and cross‐sectional design, it closely examined how learners' language proficiency affected their use of multiple requests in daily‐life interactions.
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Testing interactional competence: Patterned yet dynamic aspects of L2 interaction
Studies in Language Assessment, 2020Scholarship in language testing is increasingly embracing sociologically defined notions of language. This includes the notion of interactional competence (IC) which encompasses the various sequential, temporal, and embodied resources language learners utilize when interacting in the L2.
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Interactional competence and the dynamic assessment of L2 pragmatic abilities
2013Assessing second language (L2) pragmatic abilities is a complex undertaking, in part due to debates centered on the degree to which such abilities can be ascribed to an individual’s internal L2 competence or whether they are interactionally emergent and, therefore, inseparable from a co-participant’s actions (e.g., Cohen, 2008; Kasper, 2001, 2004). The
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Interactional competence in L2 text-chat interactions: First-idea proffering in task openings
Journal of Pragmatics, 2019Abstract This study explores the opening phase of online task-based text-chat interactions between second language (L2) learners of English at three proficiency levels through a Conversation Analysis (CA) inspired, moment-by-moment analysis, and relates differences between groups to participants' differential levels of interactional competence.
Makoto Abe, Carsten Roever
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Quantifying L2 interactional competence
La variazione linguistica in condizioni di contatto: contesti acquisizionali, lingue, dialetti e minoranze in Italia e nel mondo, 2020SBRANNA, SIMONA +2 more
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2014
Central to Vygotsky-inspired sociocultural theory (SCT) is the notion of ZPD seen by SLA researchers as a useful framework within which L2 teaching and learning can take place. Van Lier (2004) argues that the ZPD could be activated in diverse proximal contexts (PCs) and is not limited to the expert-novice scenario. .
Jafarpour, Ali Akbar +2 more
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Central to Vygotsky-inspired sociocultural theory (SCT) is the notion of ZPD seen by SLA researchers as a useful framework within which L2 teaching and learning can take place. Van Lier (2004) argues that the ZPD could be activated in diverse proximal contexts (PCs) and is not limited to the expert-novice scenario. .
Jafarpour, Ali Akbar +2 more
openaire +1 more source