Symposium on L2 Interactional Competence

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

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

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

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.

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

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