From a Learner's Perspective: Tracing L2 Interactional Competence Development in Video-Mediated Task-Based Interactions

Konzett-Firth C., Balaman U.

International Journal of Applied Linguistics (United Kingdom), 2025 (AHCI, SSCI, Scopus) identifier

  • Yayın Türü: Makale / Tam Makale
  • Basım Tarihi: 2025
  • Doi Numarası: 10.1111/ijal.70008
  • Dergi Adı: International Journal of Applied Linguistics (United Kingdom)
  • Derginin Tarandığı İndeksler: Arts and Humanities Citation Index (AHCI), Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, FRANCIS, Communication & Mass Media Index, EBSCO Education Source, Educational research abstracts (ERA), INSPEC, Linguistic Bibliography, Linguistics & Language Behavior Abstracts, MLA - Modern Language Association Database
  • Anahtar Kelimeler: acquisition des langues, analyse conversationnelle, apprentissage des langues, approche par les tâches, CA, compétence d'interaction, L2 interactional competence, L2 language learning, language development, longitudinal, longitudinal, speaking, task performance, TBLT
  • TED Üniversitesi Adresli: Evet

Özet

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 L2 learner appropriates an interactional resource from the co-participant's talk, uses the resource in her own turns, and eventually transfers it to new contexts. The findings bring new insights into the affordances of task-based interactions for learners' L2 development.