Teaching and Testing L2 Interactional Competence: Bridging Theory and Practice (Routledge Advances in Second Language Studies)

Description

This volume features the latest research findings on L2 interactional competence to demonstrate the potential for developing and implementing research-based pedagogy that targets interactional competence (IC) in early instruction in a variety of L2 learning and teaching contexts. Incorporating contributions from both leading and emerging researchers in the area, the book is organized into four sections to provide a systematic account of interactional competence, defined as a set of skills required to co-construct an effective interaction with a variety of interlocutors in a variety of settings, and advocates for IC to be part of a well-rounded curriculum of L2 instruction. The volume provides a comprehensive overview of the different theoretical perspectives on IC within Conversation Analysis, and moves into a discussion of conversation-analytic research findings from a variety of contexts and of their pedagogical implications.The book then presents examples of pedagogy in practice and also illustrates the potential for implementing IC in testing settings. This volume makes a valuable contribution to the growing literature on interactional competence and will be of particular interest to graduate students and researchers in applied linguistics, SLA, language education, curriculum and instruction studies, and educational linguistics. Chapter 13 of this book is freely available as a downloadable Open Access PDF under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license: https://tandfbis.s3-us-west-2.amazonaws.com/rt-files/docs/Open+Access+Chapters/9781138038998_oachapter13.pdf Cover Half Title Series Title Copyright Contents Introduction Section I Theoretical and Methodological Approaches 1 On the Nature and the Development of L2 Interactional Competence: State of the Art and Implications for Praxis 2 Some Theoretical Reflections on the Construct of Interactional Competence 3 The Construction of Interactional Incompetence in L2 Interaction Section II Research­Based Insights for Teaching 4 Ohja. Ja. Ja. (‘Ohyes. Yes. Yes.’): Providing the Appropriate Next Relevant Action in L2 Interaction 5 The Interplay Between Collaborative Turn Sequences and Active Listenership: Implications for the Development of L2 Interactional Competence 6 Developing and Teaching Interactional Competence in Japanese Style Shifting 7 Interactional Competence and Study Abroad: Empirical Methods, Findings and Pedagogical Implications Section III Research­Informed Pedagogy 8 Developing Interactional Competence With Limited Linguistic Resources 9 Instructed L2 Interactional Competence in the First Year 10 Making Sense of Interactional Trouble Through Mobile­Supported Sharing Activities Section IV Testing 11 What Counts as Evidence for Interactional Competence? Developing Rating Criteria for a German Classroom­Based Paired Speaking Test 12 Testing Interactional Competence in Second Language Classrooms: Goals, Formats and Caveats 13 Doing Versus Assessing Interactional Competence Conclusion: Deepening Roots and Broadening Horizons in Interactional Competence Research and Praxis Appendix: Transcription Conventions Contributors Index