L2 grammar-for-interaction : Functions of “and”-prefaced turns
in L2 students’ collaborative talk

J 2023

L2 grammar-for-interaction : Functions of “and”-prefaced turns in L2 students’ collaborative talk

TŮMA, František; Leila KÄÄNTÄ a Teppo JAKONEN

Základní údaje

Originální název

L2 grammar-for-interaction : Functions of “and”-prefaced turns in L2 students’ collaborative talk

Autoři

TŮMA, František; Leila KÄÄNTÄ a Teppo JAKONEN

Vydání

MODERN LANGUAGE JOURNAL, WILEY, 2023, 0026-7902

Další údaje

Jazyk

angličtina

Typ výsledku

Článek v odborném periodiku

Obor

60203 Linguistics

Stát vydavatele

Spojené státy

Utajení

není předmětem státního či obchodního tajemství

Odkazy

DOI

Impakt faktor

Impact factor: 4.700

Označené pro přenos do RIV

Ano

Kód RIV

RIV/00216224:14210/23:00134295

Organizační jednotka

Filozofická fakulta

Klíčová slova anglicky

classroom interaction; conversation analysis; L2 grammar-for-interaction; L2 interactional competence; multimodality; turn-initial particles

Štítky

rivok

Příznaky

Mezinárodní význam, Recenzováno

Změněno: 11. 3. 2024 10:49, Mgr. Jana Pelclová, Ph.D.

Anotace

V originále

This article examines how second language (L2) inter-actional competence is manifested in students’ use of“and”-prefaced turns when doing meaning-focused oraltasks in pairs and small groups. Drawing on video record-ings from English-as-a-foreign-language upper-secondaryclasses recorded in Czechia and Finland, 86 sequencesinvolving “and”-prefaced turns were scrutinized usingmultimodal conversation analysis, focusing on language,gaze, and material resources. The findings suggest that byproducing “and”-prefaced turns, students orient to task pro-gression. These turns have two functions: task managerialand contribution to the emerging task answer. By usingtask-managerial “and”-prefaced turns, the current speakerinvites another student to participate, while in “and”-prefaced contributions to the task answer, a participantadds to, generalizes, or modifies the previous task answer.The analysis shows that students mobilized their L2 inter-actional competence in producing “and”-prefaced turnsin close coordination with embodied resources and withrespect to the spatio-material surroundings and the natureof the task. These findings contribute to the multimodalreconceptualization of the grammar–body interface andresearch on turn-initial particles within L2 interactionalcompetence.

Návaznosti

GA18-02363S, projekt VaV

Název: Interakce ve frontální výuce a skupinové práci v hodinách angličtiny na střední škole

Investor: Grantová agentura ČR, Interakce ve frontální výuce a skupinové práci v hodinách angličtiny na střední škole

Citovat

TŮMA, František; Leila KÄÄNTÄ a Teppo JAKONEN. L2 grammar-for-interaction : Functions of “and”-prefaced turns in L2 students’ collaborative talk. MODERN LANGUAGE JOURNAL. WILEY, 2023, roč. 107, č. 4, s. 991-1010. ISSN 0026-7902. Dostupné z: https://doi.org/10.1111/modl.12885.

@article{2341269,
   author = {Tůma, František and Kääntä, Leila and Jakonen, Teppo},
   article_number = {4},
   doi = {https://doi.org/10.1111/modl.12885},
   keywords = {classroom interaction; conversation analysis; L2 grammar-for-interaction; L2 interactional competence; multimodality; turn-initial particles},
   language = {eng},
   issn = {0026-7902},
   journal = {MODERN LANGUAGE JOURNAL},
   title = {L2 grammar-for-interaction : Functions of “and”-prefaced turns in L2 students’ collaborative talk},
   url = {https://doi.org/10.1111/modl.12885},
   volume = {107},
   year = {2023}
}

TY  - JOUR
ID  - 2341269
AU  - Tůma, František - Kääntä, Leila - Jakonen, Teppo
PY  - 2023
TI  - L2 grammar-for-interaction : Functions of “and”-prefaced turns in L2 students’ collaborative talk
JF  - MODERN LANGUAGE JOURNAL
VL  - 107
IS  - 4
SP  - 991-1010
EP  - 991-1010
PB  - WILEY
SN  - 00267902
KW  - classroom interaction
KW  - conversation analysis
KW  - L2 grammar-for-interaction
KW  - L2 interactional competence
KW  - multimodality
KW  - turn-initial particles
UR  - https://doi.org/10.1111/modl.12885
N2  - This article examines how second language (L2) inter-actional competence is manifested in students’ use of“and”-prefaced turns when doing meaning-focused oraltasks in pairs and small groups. Drawing on video record-ings from English-as-a-foreign-language upper-secondaryclasses recorded in Czechia and Finland, 86 sequencesinvolving “and”-prefaced turns were scrutinized usingmultimodal conversation analysis, focusing on language,gaze, and material resources. The findings suggest that byproducing “and”-prefaced turns, students orient to task pro-gression. These turns have two functions: task managerialand contribution to the emerging task answer. By usingtask-managerial “and”-prefaced turns, the current speakerinvites another student to participate, while in “and”-prefaced contributions to the task answer, a participantadds to, generalizes, or modifies the previous task answer.The analysis shows that students mobilized their L2 inter-actional competence in producing “and”-prefaced turnsin close coordination with embodied resources and withrespect to the spatio-material surroundings and the natureof the task. These findings contribute to the multimodalreconceptualization of the grammar–body interface andresearch on turn-initial particles within L2 interactionalcompetence.
ER  -

TŮMA, František; Leila KÄÄNTÄ a Teppo JAKONEN. L2 grammar-for-interaction : Functions of “and”-prefaced turns in L2 students’ collaborative talk. \textit{MODERN LANGUAGE JOURNAL}. WILEY, 2023, roč.~107, č.~4, s.~991-1010. ISSN~0026-7902. Dostupné z: https://doi.org/10.1111/modl.12885.

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