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 and Teppo JAKONEN

Basic information

Original name

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

Authors

TŮMA, František (203 Czech Republic, guarantor, belonging to the institution); Leila KÄÄNTÄ (246 Finland) and Teppo JAKONEN (246 Finland)

Edition

MODERN LANGUAGE JOURNAL, WILEY, 2023, 0026-7902

Other information

Language

English

Type of outcome

Article in a journal

Field of Study

60203 Linguistics

Country of publisher

United States of America

Confidentiality degree

is not subject to a state or trade secret

References:

DOI

Impact factor

Impact factor: 4.700

RIV identification code

RIV/00216224:14210/23:00134295

Organization unit

Faculty of Arts

DOI

http://dx.doi.org/10.1111/modl.12885

UT WoS

001094931400001

EID Scopus

2-s2.0-85176136373

Keywords in English

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

Abstract

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.

Links

GA18-02363S, research and development project

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

Investor: Czech Science Foundation

Cite

TŮMA, František; Leila KÄÄNTÄ and Teppo JAKONEN. L2 grammar-for-interaction : Functions of “and”-prefaced turns in L2 students’ collaborative talk. MODERN LANGUAGE JOURNAL. WILEY, 2023, vol. 107, No 4, p. 991-1010. ISSN 0026-7902. Available from: https://dx.doi.org/10.1111/modl.12885.

@article{2341269,
   author = {Tůma, František and Kääntä, Leila and Jakonen, Teppo},
   article_number = {4},
   doi = {http://dx.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 and Teppo JAKONEN. L2 grammar-for-interaction : Functions of “and”-prefaced turns in L2 students’ collaborative talk. \textit{MODERN LANGUAGE JOURNAL}. WILEY, 2023, vol.~107, No~4, p.~991-1010. ISSN~0026-7902. Available from: https://dx.doi.org/10.1111/modl.12885.

Přehled o publikaci