Speaker
Abstract section 2: Contribution/research questions
The purpose of this presentation is to demonstrate a practical classroom procedure that teaches conversational structure explicitly. Rather than focusing on grammar correction, the approach emphasizes openings, centering phases, pre-closings, reciprocal exchange moves, and embedded storytelling. The session will outline a structured record–analyze–reflect cycle that helps students notice interactional patterns and adjust their conversational behavior.
Abstract section 4: Outcomes/results
Aggregate classroom data indicated modest increases in total language production but more notable structural shifts, including clearer pre-closings, increased reciprocal exchange moves, and substantial growth in storytelling (from 7 to 20 students). Reflection reports revealed heightened awareness of minimal responses, uneven turn balance, and limited topic development. Participants will leave with concrete strategies for integrating discourse-level noticing into speaking courses, enabling learners to move from short exchanges toward more sustained, natural interaction without abandoning communicative principles.
Abstract section 5: References
Hall, J. K., & Pekarek Doehler, S. (2011). L2 interactional competence and development. In J. K. Hall, J. Hellermann, & S. Pekarek Doehler (Eds.), L2 interactional competence and development (pp. 1–15). Multilingual Matters.
Schmidt, R. W. (1990). The role of consciousness in second language learning. Applied Linguistics, 11(2), 129–158.
Schmidt, R. (2001). Attention. In P. Robinson (Ed.), Cognition and second language instruction (pp. 3–32). Cambridge University Press.
Ventola, E. (1979). The structure of casual conversation in English. Journal of Pragmatics, 3(3–4), 267–298.
Young, R. F. (2011). Interactional competence in language learning, teaching and testing. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (Vol. 2, pp. 426–443). Routledge.
Abstract section 1: Relevance
Communicative language teaching often assumes conversational ability will develop through practice alone. However, learners frequently produce short question–answer exchanges rather than sustained interaction. Schmidt’s (1990, 2001) Noticing Hypothesis suggests that conscious awareness is necessary for development, while research on conversational structure (Ventola, 1979) and interactional competence (Hall & Pekarek Doehler, 2011; Young, 2011) highlights the importance of macro- and micro-level discourse organization. This presentation demonstrates how making conversational architecture visible through structured classroom analysis can promote noticing of discourse-level features that are often overlooked in speaking instruction.
Abstract section 3: Content/method
Participants will be introduced to a seven-week instructional cycle used in a Japanese university EFL course (N = 22). Students recorded five-minute conversations before and after structured discourse instruction. In class, learners analyzed transcripts for speech-act functions, exchange patterns, and storytelling segments. The presentation will walk attendees through the instructional sequence and provide sample materials, reflection prompts, and implementation guidelines adaptable to secondary or tertiary contexts.
| Title | Teaching Interactional Competence in the EFL Classroom |
|---|---|
| Teaching Context | College and university education |