Chapter 28 draws on findings from conversation analysis, pragmatics, and interactional linguistics studies of Korean language, to offer an overview of L1 Korean speakers’ routinized procedures and practices for turn-taking and repair organization, both of which are tied to the grammatical structures and pragmatic features of Korean. The discussion of each practice touches on pedagogical implications for L2 contexts, drawing on a number of recent empirical studies that have documented L2 interactional development processes.

This chapter starts with an overview of the research on young children’s storytelling both in the home and in preschool settings. It will then turn the reader’s attention to research concerned with the interactions of children aged from 1 year 11 months to 3 years in the home, collected in Australia. It aims to illustrate how storytelling in story book reading and in recounts is achieved and changes over time. The chapter ends with a discussion about practical implications for teachers.

The fundamental question to be explored in this chapter is what people actually learn when they learn ‘English’, and from this empirical basis distil the categories of the English language and the social-interactional roots of its learning. To this end, I draw on usage-based linguistics (UBL) and ethnomethodological conversation analysis (EMCA). The two-pronged approach combines into an interactional usage-based approach and allows me to capture development over time along two dimensions of L2 learning, namely development of L2 constructional inventories as seen through the lens of UBL and development of interactional competence as evidenced through moment-to-moment microanalyses of interactions (EMCA) over time.