Difference between revisions of "Hall2018"

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|Author(s)=Joan Kelly Hall
 
|Author(s)=Joan Kelly Hall
 
|Title=From L2 interactional competence to L2 interactional repertoires: reconceptualising the objects of L2 learning
 
|Title=From L2 interactional competence to L2 interactional repertoires: reconceptualising the objects of L2 learning
|Tag(s)=EMCA;
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|Tag(s)=EMCA; interactional repertoires; interactional competence; SLA
 
|Key=Hall2018
 
|Key=Hall2018
 
|Year=2018
 
|Year=2018
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|Journal=Classroom Discourse
 
|Journal=Classroom Discourse
 
|Volume=9
 
|Volume=9
|Pages=25-39
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|Number=1
 +
|Pages=25–39
 +
|URL=https://www.tandfonline.com/doi/full/10.1080/19463014.2018.1433050
 
|DOI=10.1080/19463014.2018.1433050
 
|DOI=10.1080/19463014.2018.1433050
 +
|Abstract=In this paper, I offer a reconsideration of interactional competence as an object of L2 learning. I argue that the field’s uptake of the concept displays a misunderstanding of, or at least a lack of attention to, its related but distinct intellectual roots in linguistic anthropology and conversation analysis. This has resulted in conceptual confusion in studies that draw mainly on conversation analysis to examine L2 learning. I offer interactional repertoires as a more empirically useful concept to capture the objects of L2 learning. Its usefulness is twofold. First, it more aptly captures the variable nature of the multilingual, multimodal resources that learners draw on and develop in their diverse contexts of use. Second, it suggests a more empirically valid understanding of learning, not as a linear, single, one-path-fits-all process, but rather as multidimensional trajectories occurring over L2 learners’ lifespans.
 
}}
 
}}

Latest revision as of 12:38, 13 January 2020

Hall2018
BibType ARTICLE
Key Hall2018
Author(s) Joan Kelly Hall
Title From L2 interactional competence to L2 interactional repertoires: reconceptualising the objects of L2 learning
Editor(s)
Tag(s) EMCA, interactional repertoires, interactional competence, SLA
Publisher
Year 2018
Language English
City
Month
Journal Classroom Discourse
Volume 9
Number 1
Pages 25–39
URL Link
DOI 10.1080/19463014.2018.1433050
ISBN
Organization
Institution
School
Type
Edition
Series
Howpublished
Book title
Chapter

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Abstract

In this paper, I offer a reconsideration of interactional competence as an object of L2 learning. I argue that the field’s uptake of the concept displays a misunderstanding of, or at least a lack of attention to, its related but distinct intellectual roots in linguistic anthropology and conversation analysis. This has resulted in conceptual confusion in studies that draw mainly on conversation analysis to examine L2 learning. I offer interactional repertoires as a more empirically useful concept to capture the objects of L2 learning. Its usefulness is twofold. First, it more aptly captures the variable nature of the multilingual, multimodal resources that learners draw on and develop in their diverse contexts of use. Second, it suggests a more empirically valid understanding of learning, not as a linear, single, one-path-fits-all process, but rather as multidimensional trajectories occurring over L2 learners’ lifespans.

Notes