Bridging Research and Practice
Professional Development Resources for L2 Teaching and Learning
About this workshop Introduction Dr. Richard Young (University of Wisconsin-Madison) discusses the concept of Interactional Competence (IC), situating it historically among different understandings of competence as have been defined in linguistics, and defining it based upon what language users have
About this workshop Introduction Dr. Thorsten Huth (University of Tennessee-Knoxville) introduces how language use can be thought of in terms of action, and highlights how the context these actions occur in are integral for understanding their meaning. He then defines
Students develop the awareness of an interaction as a co-constructed process between the speaker and the listener, and they gain the ability to take on the role of active listener by practicing the use of topic expansions in a conversation.
About this workshop Introduction In this workshop, Glenn Martinez (Ohio State University) discusses how to introduce the topic of language variation and language varieties into the second language (L2) curriculum. He addresses this topic across all levels of L2 instruction.
Students are guided to analyze how listeners show affiliation and formulate assessments as they respond to prior turns in ordinary conversation.
Part 1. Simona Pekarek Doehler (University of Neuchâtel, Switzerland): 1) introduces the concept of interactional competence (IC); 2) discusses why we study and research IC; 3) presents the relevant concerns for exploring IC in second languages; 4) addresses challenges for research-based
This sample lesson plan provides practical ideas for teaching responsive turns in Korean as a second language using authentic language data to enhance students’ recognition and production of responsive turns and their various functions.
Students learn about ways to expand a conversation by asking follow-up questions, making additional comments, and stating opinions. Additionally, they are guided to notice features such as overlaps and interruptions and how they occur in spontaneous (unplanned) conversations.
Scott Walters (University of Illinois at Urbana-Champaign): 1) introduces and defines test specs; 2) discusses the reasons for using test specs in L2 assessment; 3) analyzes some existing test specs and sample items; 4) provides an example of and opportunities