|Author(s)||Silvia Kunitz, Meng Yeh|
|Title||Instructed L2 Interactional Competence in the First Year|
|Editor(s)||M. Rafael Salaberry, Silvia Kunitz|
|Tag(s)||EMCA, Interactional competence, Chinese, L2|
|Book title||Teaching and Testing L2 Interactional Competence Bridging Theory and Practice|
This chapter illustrates the outcomes of the first two semesters of university language instruction targeting the development of interactional competence (IC) in Chinese as a Foreign Language, with a specific focus on active listenership and topic management. IC is a crucial ability for both first language and second language (L2) speakers. The chapter also illustrates how Conversation Analysis (CA)-inspired learning outcomes for L2-Chinese have been identified and how the instructional materials have been structured following the IC pedagogical cycle suggested by A. M. Barraja-Rohan and elaborated by E. Betz and T. Huth. Conversation analysts are becoming increasingly concerned with the pedagogical implications of their findings. The students were required to write evidence-based, guided reflections in which they had to report on specific moments of their own interactions that went well and other moments that they perceived as problematic.