This volume features the latest research findings on L2 interactional competence to demonstrate the potential for developing and implementing research-based pedagogy that targets interactional competence (IC) in early instruction in a variety of L2 learning and teaching contexts. Incorporating contributions from both leading and emerging researchers in the area, the book is organized into four sections to provide a systematic account of interactional competence, defined as a set of skills required to co-construct an effective interaction with a variety of interlocutors in a variety of settings, and advocates for IC to be part of a well-rounded curriculum of L2 instruction. The volume provides a comprehensive overview of the different theoretical perspectives on IC within Conversation Analysis, and moves into a discussion of conversation-analytic research findings from a variety of contexts and of their pedagogical implications.The book then presents examples of pedagogy in practice and also illustrates the potential for implementing IC in testing settings. This volume makes a valuable contribution to the growing literature on interactional competence and will be of particular interest to graduate students and researchers in applied linguistics, SLA, language education, curriculum and instruction studies, and educational linguistics. Chapter 13 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.

Drawing on data from a range of contexts, including classrooms, pharmacy consultations, tutoring sessions, and video-game playing, and a range of languages including English, German, French, Danish and Icelandic, the studies in this volume address challenges suggested by these questions: What kinds of interactional resources do L2 users draw on to participate competently and creatively in their L2 encounters? And how useful is conversation analysis in capturing the specific development of individuals’ interactional competencies in specific practices across time? Rather than treating participants in L2 interactions as deficient speakers, the book begins with the assumption that those who interact using a second language possess interactional competencies. The studies set out to identify what these competencies are and how they change across time. By doing so, they address some of the difficult and yet unresolved issues that arise when it comes to comparing actions or practices across different moments in time.

Pragmatic ability is crucial for second language learners to communicate appropriately and effectively; however, pragmatics is underemphasized in language teaching and testing. This book remedies that situation by connecting theory, empirical research, and practical curricular suggestions on pragmatics for learners of different proficiency levels: It surveys the field comprehensively and, with useful tasks and activities, offers rich guidance for teaching and testing L2 pragmatics. Mainly referring to pragmatics of English and with relevant examples from multiple languages, it is an invaluable resource for practicing teachers, graduate students, and researchers in language pedagogy and assessment.

This book presents an international range of conversation analytic (CA) studies of classroom interaction which all discuss their empirical findings in terms of their theoretical and methodological contribution to the field of second language studies and their potential pedagogical relevance. The volume is thus unique in its focus on the theoretical and practical insights of CA classroom-based research and on the impact that such insights might have at the pedagogical level, from teaching to testing to teacher education. Given the growing interest in the pedagogical applicability of CA research, this book is a timely addition to the existing literature.

This book presents unique insights into the development of L2 interactional competence through the lens of complaining, demonstrating how a closer study of complaining as a social activity can enhance our understanding of certain aspects of language learning with implications for future L2 research. The volume employs a multimodal, longitudinal conversation analytic (CA) approach in its analysis of data from video-recorded interactions of several elementary and advanced L2 speakers of French as they build their interactional competence, understood as the ability to accomplish social actions and activities in the L2 in context-dependent and recipient-designed ways. Skogmyr Marian calls attention to three key dimensions of complaining in these conversations – its structural organization, the interactional resources people use when they complain, and how speakers’ shared interactional histories and changing social relationships affect complaint practices. The volume underscores the fundamentally multimodal, socially situated, and co-constructed nature of L2 interactional competence and the socialization processes involved in its development, indicating paths for new work on interactional competence and L2 research more broadly. This book will be of appeal to students and scholars interested in second language acquisition, social interaction, and applied linguistics. The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution 4.0 license.

This volume outlines the general principles of Learning Oriented Assessment (LOA), placing it in the context of European language learning policy. The authors pose three key questions central to LOA: 'What is learning?' , 'What is to be learned?' and 'What is to be assessed?'. It focuses on the use of evidence, and how it can be collected and used to feed back into learning, overviews large-scale assessment as practised by Cambridge English and learning-oriented classroom assessment practices, and concludes with a look at implementing LOA in practice. With fresh insights into the role of assessment in supporting learning, this volume will be of considerable interest to assessment practitioners, teachers and academics, educational policy-makers and examination board personnel.

This is the first edited volume dedicated to both teachers and learners of second/foreign language (L2) pragmatics. It comprises a collection of studies that explore how teachers background and practices, and individual learners differences contribute to the teaching and learning of L2 pragmatics. Also included are chapters that present pedagogical approaches that bring teachers and learners together in action in the classroom setting. Written by an international team of experts, the volume examines the most relevant topics on instructional pragmatics in a variety of language contexts, including Brazil, China, Germany, Japan, Spain, the United States, and Vietnam. This global perspective represents a key contribution in the current increasingly multilingual and multicultural society. Taken together, the findings presented have diverse research and pedagogical implications, and provide new directions to explore L2 pragmatic competence. This innovative book will be a valuable resource for researchers and graduate students, as well as for language teachers and course developers.