The Use of Authentic Language Data to Develop Communicative Competence
Hélade Scutti Santos presents how the use of authentic language data develops communicative competence. Powerpoint Download Learn more about Santos
Connecting Textbooks to Authentic Data
Luziris Pineda Turi & Aymara Boggiano discuss connecting textbooks to authentic data. Connecting Textbooks to Authentic Data Learn more about Turi Learn more about Boggiano
Conversation closings in face-to-face interactions
Kevin García Cruz (CLIC, Rice University): 1) introduces and discusses his approach to teaching conversational features in the L2 classroom, which includes: a reflection on language usage in the students’ L1; a contrastive analysis of L1 and L2 conversation closing sequences; an analysis
Context-task-centered Interactional Second-foreign Language Testing Constructs and Validation
Micheline Chalhoub-Deville (University of North Carolina at Greensboro, USA) – Over the years, representations of the L2 testing construct have remained primarily cognitive in their underpinnings. The instability of performance across tasks, which is empirically supported by task specificity findings
The Construction of Interactional Incompetence in L2 Interaction
Eric Hauser (University of Electro-communications, Japan, and University of Hawaiʻi at Mānoa, USA) focuses on one instance of Japanese interaction in which one of the participants, an L2 user of Japanese, is constructed by other participants (L1 Japanese users) as
On Competence and Intersubjective Agency: A post-cognitive Perspective
Numa Markee (University of Illinois at Urbana-Champaign) uses transcripts of classroom interaction and various classroom materials as the empirical point of departure for a practical discussion of “doing interactional competence” and addresses a number of theoretical points in the applied
Developing Interactional Competence with Limited Linguistic Resources
Hansun Waring (Teachers College, Columbia University) discusses on specific areas of turn-taking, sequencing, overall structuring, and repair that may be amenable to instruction geared towards lower-level learners of ESL. Learn more about Waring
From Objectives to Assessment: Developing Interactional Competence for beginning students
Meng Yeh (CLIC, Rice University) discusses on the steps that lead to establishing learning outcomes that are achievable for first year L2 Chinese students and the assessment procedures, both formative and summative, that were adopted to monitor the students’ progress
Expanding Basic Question-Answer Sequences
Katharina Kley (CLIC, Rice University) discusses (1) making students aware that minimal expansions occur in both English and German; (2) having students identify minimal expansions in authentic English and German interactions, and contrast and compare expansions in both languages; and
On the Development of L2 Interactional Competence in Online Spoken Communication
Carmen Taleghani-Nikazm (Ohio State University): 1) presents an empirical study of L2 learners’ development of IC in German; 2) discusses the importance of learning L2 response tokens in developing IC; 3) shows that L2 response tokens should be explicitly taught to L2 learners.
Assessing first year students’ interactional competence
Maryam Emami and Hélade Scutti Santos (CLIC, Rice University): 1) introduce their approach to assessing first year L2 learners’ interactional competence; 2) provide examples of activities and assessments used in their program; 3) present a sample rubric for assessing IC
L2 Interactional Competence: Longitudinal Studies and Their Implications
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
Active Listenership as an Indicator of L2 Interactional Competence: Insights from an “Oral Communication Skills” Course
Olcay Sert (Hacettepe University, Turkey): 1) defines the practice of active listenership, 2) illustrates the development of students’ ability to produce collaborative turn completions, and 3) discusses the potential pedagogical implications of these findings. Learn more about Sert
Competence and intersubjective agency: A post-cognitive perspective
On competence and intersubjective agency: A post-cognitive perspective – Numa Markee