Difference between revisions of "Tuma2023a"
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|Author(s)=František Tůma; Leila Kääntä; Teppo Jakonen; | |Author(s)=František Tůma; Leila Kääntä; Teppo Jakonen; | ||
|Title=L2 grammar-for-interaction: Functions of “and”-prefaced turns in L2 students’ collaborative talk | |Title=L2 grammar-for-interaction: Functions of “and”-prefaced turns in L2 students’ collaborative talk | ||
| − | |Tag(s)=EMCA; Classroom interaction; Conversation analysis; L2 grammar-for-interaction; L2 interactional competence; Multimodality; Turn-initial particles | + | |Tag(s)=EMCA; Classroom interaction; Conversation analysis; L2 grammar-for-interaction; L2 interactional competence; Multimodality; Turn-initial particles |
|Key=Tuma2023a | |Key=Tuma2023a | ||
|Year=2023 | |Year=2023 | ||
|Language=English | |Language=English | ||
|Journal=The Modern Language Journal | |Journal=The Modern Language Journal | ||
| + | |Volume=107 | ||
| + | |Number=4 | ||
| + | |Pages=991-1010 | ||
|URL=https://onlinelibrary.wiley.com/doi/10.1111/modl.12885 | |URL=https://onlinelibrary.wiley.com/doi/10.1111/modl.12885 | ||
|DOI=10.1111/modl.12885 | |DOI=10.1111/modl.12885 | ||
|Abstract=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. | |Abstract=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. | ||
}} | }} | ||
Latest revision as of 10:23, 9 January 2024
| Tuma2023a | |
|---|---|
| BibType | ARTICLE |
| Key | Tuma2023a |
| Author(s) | František Tůma, Leila Kääntä, Teppo Jakonen |
| Title | L2 grammar-for-interaction: Functions of “and”-prefaced turns in L2 students’ collaborative talk |
| Editor(s) | |
| Tag(s) | EMCA, Classroom interaction, Conversation analysis, L2 grammar-for-interaction, L2 interactional competence, Multimodality, Turn-initial particles |
| Publisher | |
| Year | 2023 |
| Language | English |
| City | |
| Month | |
| Journal | The Modern Language Journal |
| Volume | 107 |
| Number | 4 |
| Pages | 991-1010 |
| URL | Link |
| DOI | 10.1111/modl.12885 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
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.
Notes
