Local Contingencies in L2 Tasks: A Comparison of Context-Sensitive Interactional Achievements across Two Different Task Types



Recent research on L2 interaction and interactional competencies shows that L2 learners deploy a great diversity of interactional resources and adapt their talk to context-sensitive differences in various institutional settings. Although there is a growing interest in how these resources vary in different settings, comparative investigations into the interactional mechanisms in different contexts is scarce. With this mind, using Conversation Analysis, this study sets out to provide a snapshot of how a focal L2 learner manifests an observable diversity in task openings of a face-to-face discussion task and an online emergent information gap task. We focus on the first encounters with these two task types and settings and describe participant orientations to context-sensitive conduct on a turn-by-turn basis. The findings demonstrate differences in turn taking, allocation and design as well as in action formation, thus contributing to L2 interactional competence research based on comparative analyses of two single cases.


Conversation analysis, task-oriented interaction, L2 interactional competence, context sensitivity, task types

Author Biographies

Ufuk Balaman, Hacettepe University / Hacettepe University Micro-Analysis Network (HUMAN) Research Centre

Dr. Ufuk Balaman is based in the department of English Language Teaching at Hacettepe University, Turkey. He is also the vice-director of Hacettepe University Micro-Analysis Network (HUMAN) Research Centre. His research primarily deals with online task-oriented L2 interaction using conversation analysis as the research methodology. His recent publications have appeared in Computer Assisted Language Learning, ReCALL, and Journal of Pragmatics.

Olcay Sert, Mälardalen University

Dr. Olcay Sert 

is the editor of Classroom Discourse (Routledge) and is the author of Social Interaction and L2 Classroom Discourse (Edinburgh University Press), which was shortlisted for the BAAL Book Prize in 2016 and became a finalist for the AAAL first book award in 2017. He is co-editing (with Silvia Kunitz and Numa Markee) a volume entitled Classroom-based Conversation Analytic Research: Theoretical and Applied Perspectives on Pedagogy, which will be published by Springer in 2018. He has published on classroom interaction and interactional competence in various journals, including the Journal of Pragmatics, TESOL Quarterly, System, and Computer Assisted Language Learning. He is acting as a reviewer for journals like Applied Linguistics, Modern Language Journal, ROLSI, and Language Learning.




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