Book contents
- Frontmatter
- Contents
- Preface
- Foreign language teachers in dialogue
- Intracultural dialogue during intercultural activities
- The philosophical foundations for developing Intercultural Communicative Competence: The role of dialogue
- Parent-child dyads: Fostering or inhibiting second language learning?
- Situated identities and interaction learning
- The role of critical reading in promoting dialogic interaction
- The dialogic nature of the think aloud study investigating reading
- Before they can teach they must talk: On some aspects of human-computer interaction
- Dialoguing in curriculum development: On designing Information and Communication Technology training in modern philology setting
- A Sage on the stage or a Guide on the side? On student-teacher dialogue in the Web-enhanced writing classroom at the tertiary level
- Foreign language anxiety in test and classroom situation
Situated identities and interaction learning
Published online by Cambridge University Press: 05 September 2014
- Frontmatter
- Contents
- Preface
- Foreign language teachers in dialogue
- Intracultural dialogue during intercultural activities
- The philosophical foundations for developing Intercultural Communicative Competence: The role of dialogue
- Parent-child dyads: Fostering or inhibiting second language learning?
- Situated identities and interaction learning
- The role of critical reading in promoting dialogic interaction
- The dialogic nature of the think aloud study investigating reading
- Before they can teach they must talk: On some aspects of human-computer interaction
- Dialoguing in curriculum development: On designing Information and Communication Technology training in modern philology setting
- A Sage on the stage or a Guide on the side? On student-teacher dialogue in the Web-enhanced writing classroom at the tertiary level
- Foreign language anxiety in test and classroom situation
Summary
Introduction
Conversation analysis (CA) deals with dialogue understood as a social practice of a natural, everyday conversation or a face-to-face interaction. The latest developments in CA extend its scope of analysis to institutional interactions such as: school interactions or interviews as well as conversations in a foreign language used as lingua franca for interaction participants.
In the paper, I address the problem of how interaction participants construe their situated identities in dialogues in English as a lingua franca and how those identities influence the course of an interaction and the possibilities of evaluating learners’ interactional competence. The dialogue analyzed in the paper is an interview performed by advanced learners of English as a foreign language with an American native speaker who is also their teacher. The analysis shows that role construction in a dialogue is a mutual process of interaction participants and it is not always the teacher that determines the role construction and that controls topics and turns in an interaction. The results also indicate that the roles learners construe in a dialogue influence their performance, thus they need to be taken into account while assessing their competence in a foreign language.
The paper discusses the possibilities of assessing the development of the interactional competence of advanced learners of English as a foreign language. Using an exemplary case study of a student participating in a two year research, I aim to present the potential of using both conversational analysis and language socialization framework for developing interactional competence as a situated practice.
- Type
- Chapter
- Information
- Dialogue in Foreign Language Education , pp. 63 - 74Publisher: Jagiellonian University PressPrint publication year: 2009