Teaching and Testing L2 Interactional Competence: Bridging Theory and Practice, 1st Edition (Hardback) book cover

Teaching and Testing L2 Interactional Competence

Bridging Theory and Practice, 1st Edition

Edited by M. Rafael Salaberry, Silvia Kunitz


426 pages

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pub: 2019-05-29
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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.

Table of Contents


Rafael Salaberry And Silvia Kunitz

Section I: Theoretical and Methodological Approaches

Chapter 1 - On the Nature and the Development Of L2 Interactional Competence: State of the Art and Implications for Praxis

Simona Pekarek Doehler

Chapter 2 - Some Theoretical Reflections on the Construct of Interactional Competence

Numa Markee

Chapter 3 -The Construction of Interactional Incompetence in L2 Interaction

Eric Hauser

Section II: Research-Based Insights for Teaching

Chapter 4 – Ohja. Ja. Ja. (‘Ohyes. Yes. Yes.’): Providing the Appropriate Next Relevant Action in L2 Interaction

Carmen Taleghani-Nikazm

Chapter 5 – The Interplay Between Collaborative Turn Sequences and Active Listenership: Implications for the Development of L2 Interactional Competence

Olcay Sert

hatntialstep forward and l research-based implementations…sense that first we talk about insights for teaching and, immediate Chapter 6 Developing and Teaching Interactional Competence in Japanese Style Shifting

Naoko Taguchi And Dina Yoshimihatntialstep forward and l research-based implementations…sense that first we talk about insights for teaching and, immediate

Section III: Research-Informed Pedagogy

Chapter 7 – Interactional Competence and Study Abroad: Empirical Methods, Findings, and Pedagogical Implications

Kate White

Chapter 8 – Developing Interactional Competence with Limited Linguistic Resources

Hansun Zhang Waring

Chapter 9 – Instructed L2 Interactional Competence in the First Year

Silvia Kunitz and Meng Yeh

Chapter 10 – Making Sense of Interactional Trouble Through Mobile-Supported Sharing Activities

Niina Lilja and Arja Piirainen Marsh

Section IV: Testing

Chapter 11 – What Counts as Evidence For Interactional Competence? Developing Criteria for a Germa Classroom-Based Paired Speaking Project

Thorsten Huth and Emma Betz

Chapter 12 -Testing Interactional Competence in Second Language Classrooms: Goals, Formats and Caveats

Katharina Kley

Chapter 13 - Doing Versus Assessing Interactional Competence

Erica Sandlund and Pia Sundqvist


Hanh Thi Nguyen

About the Editors

M. Rafael Salaberry is Mary Gibbs Jones Professor of Humanities and Director of the Center for Languages and Intercultural Communication at Rice University, USA.

Silvia Kunitz is University Lecturer in the Department of English at Stockholm University, Sweden.

About the Series

Routledge Advances in Second Language Studies

As the field of second language acquisition (SLA) embraces a greater theoretical and methodological inclusiveness, this series invites research that draws on theories of linguistics, learning, and language use that are relatively new to the field (including but not limited to Vygotskian sociocultural theory, situated learning, language socialization, usage-based linguistics or construction grammars, and ethnomethodological conversation analysis). Books in the series will also mine new types of data enabled by technological advances in order to build theory. Routledge Advances in Second Language Studies focuses on issues that will be of interest in several academic disciplinary areas including linguistics, languages, and education.

Learn more…

Subject Categories

BISAC Subject Codes/Headings:
LANGUAGE ARTS & DISCIPLINES / Linguistics / General