Speakers
Description
This presentation examines the longitudinal development of Interactional Competence (IC) in a Japanese learner of English during her year-long study abroad in the US. Using Conversation Analysis, naturally occurring conversations were analyzed for changes in her turn-taking, participation, and recipiency patterns. Findings reveal an expanded interactional repertoire, with greater initiative and epistemic/affective stance-taking. The study highlights limitations in mainstream speaking assessments, which fail to capture IC within multi-party interactions. Implications for language assessment are discussed.
Summary
This presentation examines the longitudinal development of Interactional Competence (IC) in a Japanese learner of English during her year-long study abroad in the US. Using Conversation Analysis, naturally occurring conversations were analyzed for changes in her turn-taking, participation, and recipiency patterns. Findings reveal an expanded interactional repertoire, with greater initiative and epistemic/affective stance-taking. The study highlights limitations in mainstream speaking assessments, which fail to capture IC within multi-party interactions. Implications for language assessment are discussed.
| Teaching Context | College and university education |
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