Co-adaptation processes in plenary teacher-student talk and the development of L2 interactional competence

“…the interaction is teacher-led, highly structured and largely organized in IRF-sequences (Sinclair and Coulthard 1975; Mehan 1979), topically driven forward and linguistically scaffolded (Koole and Elbers 2014; Wood, Bruner, and Ross 1976) by the teacher, who elicits answers from the students.”

“Importantly, in this perspective, the learners themselves determine if and how they want to make use of an affordance available to them, so it aligns well with the CA view that learners are considered agents rather than passive recipients in the learning process (cf. Firth and Wagner 1997).”

“49) by providing a candidate solution, formulated as a suggestion, thus not insisting on the epistemic gradient between them (Heritage 2012).”

“The teacher orients to this silence as displaying a potential problem by offering a candidate turn beginning in the shape of a designedly incomplete utterance (DIU, cf. Koshik 2002) (l., 31).”

“The discursive activity under investigation is teacher-student talk situated within the ‘IRF continuum’ (Van Lier 2000a, 94) and therefore characterized by an inequality in discursive power in which ‘teachers [. . .] own the question and comment turns’ (Markee and Kasper 2004, 492).”

“…2014; Farina, Pochon-Berger, and Pekarek Doehler 2012; Hall, Hellermann and Pekarek Doehler 2011; Hellermann 2007; Hellermann and Lee 2014; Nguyen 2012; Pekarek Doehler and Berger 2018; Pekarek Doehler and Pochon-Berger 2015; Watanabe 2017; Young and Miller 2004; Hall 2018; Pekarek Doehler 2018).”

“As a consequence, the development of L2 interactional competence over time is equally inextricably linkedwith the co-participants’ behaviour in the interaction (Dings 2014; He and Young 1998; Hellermann and Lee 2014; Pekarek Doehler 2018; Seedhouse 2005).”

“Teachers ‘do’ teaching by designing their turns in order to open up and to allow for varying sizes of interactional space in which the students can produce their own turns, a phenomenon which has been studied extensively from the perspective of classroom interactional competence (= CIC, e.g. Walsh 2012; Sert 2015; Ser…”

“…(cf. Young and Miller 2004), which comprises a set of skills or methods for designing and accomplishing actions within such discursive practices (cf. Cekaite 2007; Cekaite 2017; Hall, Hellermann and Pekarek Doehler 2011; Mondada and Pekarek Doehler 2004; Pekarek Doehler and Pochon-Berger 2015).”

“Her question design tends to allow for increased learner space and learner agency (Waring 2009, 2011; Young and Miller 2004) within the interactions, regarding both the content and formatting of the students’ turns.”

“Positive assessments of student answers are a typical format for closing a sequence and thereby limit the interactional options of the student who had just been speaking (cf. Waring 2008).”

“However, the teacher’s evaluative comment does not repeat the student’s turn verbatim, as is often the case in positive assessment third turns of IRF sequences in my data (cf. also Hellermann 2003, 88).”

“They can then lift linguistic building bricks for the construction of their answer turn from the text in the vicinity of the trigger; 2) the turn can itself provide the necessary structure for the students to design their turn by using a ‘format-tying technique’ (Harness Goodwin 1983).”

“Her question design tends to allow for increased learner space and learner agency (Waring 2009, 2011; Young and Miller 2004) within the interactions, regarding both the content and formatting of the students’ turns.”

“…2014; Farina, Pochon-Berger, and Pekarek Doehler 2012; Hall, Hellermann and Pekarek Doehler 2011; Hellermann 2007; Hellermann and Lee 2014; Nguyen 2012; Pekarek Doehler and Berger 2018; Pekarek Doehler and Pochon-Berger 2015; Watanabe 2017; Young and Miller 2004; Hall 2018; Pekarek Doehler 2018).”

“L2 interactional competence from a conversation analytic research perspective (Cekaite 2017; Cekaite 2007; Dings 2014; Farina, Pochon-Berger, and Pekarek Doehler 2012; Hall, Hellermann and Pekarek Doehler 2011; Hellermann 2007; Hellermann and Lee 2014; Nguyen 2012; Pekarek Doehler and Berger 2018; Pekarek Doehler and…”

“Students’ efforts to attend to local sequential contingencies and render their turns more ‘context-sensitive’ (Pekarek Doehler and Pochon-Berger 2015) are achieved mostly by shaping the prosody of their utterances appropriately (Hellermann 2003).”

“Part of this work consists of assessing the students’ competence and of adapting the teacher’s conduct accordingly, e.g. by designing turns in a particular way, especially questions (cf. Koskela and Arminen 2012), but also third turns (Margutti and Drew 2014; Daşkın 2015).”

“…the interaction is teacher-led, highly structured and largely organized in IRF-sequences (Sinclair and Coulthard 1975; Mehan 1979), topically driven forward and linguistically scaffolded (Koole and Elbers 2014; Wood, Bruner, and Ross 1976) by the teacher, who elicits answers from the students.”

“This practice has been labelled in other studies as ‘same-turn multiple question’ (Kasper 2006; Kasper and Ross 2007) and identified as typical for institutional contexts (e.g. doctor-patient interactions and interviews), especially if one participant is (seen as) less proficient in the language…”

“In this way, the paper attempts to ‘document the systematicity of the change’ (Wagner et al. 2018: 21) in the accomplishment of a particular interactional practice from one schoolyear to the next.”

“…can also see in Extract 1 how the teacher is doing teaching because she orients to the fact that this is not genuinely dyadic but actually multi-party talk (cf. Schwab 2011), indexicalised by her presenting an alternative version (l. 50), hearably produced for ‘ratified overhearers’ (Goffman 1981).”

“Affordances are conceptualized as emergent features of (interactional) environments that create spaces for participation and language use (cf. Thoms 2014).”

“…of research exploring the development of L2 interactional competence from a conversation analytic research perspective (Cekaite 2017; Cekaite 2007; Dings 2014; Farina, Pochon-Berger, and Pekarek Doehler 2012; Hall, Hellermann and Pekarek Doehler 2011; Hellermann 2007; Hellermann and Lee 2014;…”

“It is in that sense not a ‘response pursuit’ (Pomerantz 1984; Hosoda and Aline 2013).”

“L2 interactional competence from a conversation analytic research perspective (Cekaite 2017; Cekaite 2007; Dings 2014; Farina, Pochon-Berger, and Pekarek Doehler 2012; Hall, Hellermann and Pekarek Doehler 2011; Hellermann 2007; Hellermann and Lee 2014; Nguyen 2012; Pekarek Doehler and Berger 2018; Pekarek Doehler and…”

“…‘débrouillardise’ (Farina, Pochon-Berger, and Pekarek Doehler 2012), i.e. their coping ability, where they resort to spontaneous ‘makedo solutions’ (Larsen-Freeman 2010): rather than being thrown or even silenced by the teacher’s demanding question, Carolina does produce an answer, but only…”

“…2014; Farina, Pochon-Berger, and Pekarek Doehler 2012; Hall, Hellermann and Pekarek Doehler 2011; Hellermann 2007; Hellermann and Lee 2014; Nguyen 2012; Pekarek Doehler and Berger 2018; Pekarek Doehler and Pochon-Berger 2015; Watanabe 2017; Young and Miller 2004; Hall 2018; Pekarek Doehler 2018).”

“…2017; Cekaite 2007; Dings 2014; Farina, Pochon-Berger, and Pekarek Doehler 2012; Hall, Hellermann and Pekarek Doehler 2011; Hellermann 2007; Hellermann and Lee 2014; Nguyen 2012; Pekarek Doehler and Berger 2018; Pekarek Doehler and Pochon-Berger 2015; Watanabe 2017; Young and Miller 2004;…”

“…Dings 2014; Farina, Pochon-Berger, and Pekarek Doehler 2012; Hall, Hellermann and Pekarek Doehler 2011; Hellermann 2007; Hellermann and Lee 2014; Nguyen 2012; Pekarek Doehler and Berger 2018; Pekarek Doehler and Pochon-Berger 2015; Watanabe 2017; Young and Miller 2004; Hall 2018; Pekarek…”

“doctor-patient interactions and interviews), especially if one participant is (seen as) less proficient in the language (Gardner 2004) and ‘in fragile environments where relevant answers may be difficult to generate’ (Kasper and Ross 2007).”

“This practice has been labelled in other studies as ‘same-turn multiple question’ (Kasper 2006; Kasper and Ross 2007) and identified as typical for institutional contexts (e.g. doctor-patient interactions and interviews), especially if one participant is (seen as) less proficient in the language…”

“Part of this work consists of assessing the students’ competence and of adapting the teacher’s conduct accordingly, e.g. by designing turns in a particular way, especially questions (cf. Koskela and Arminen 2012), but also third turns (Margutti and Drew 2014; Daşkın 2015).”