Teaching and testing L2 interactional competence [[electronic resource] ] : bridging theory and practice / / edited by M. Rafael Salaberry and Silvia Kunitz

• Record Nr.: UNINA9910772089203321
• Autore: Salaberry M. Rafael
• Pubbl/distr/stampa: New York ; ; London, : Routledge, 2019
• ISBN: 1-351-70911-9; 1-351-70910-0; 1-315-17702-1
• Descrizione fisica: 1 online resource
• Collana: Routledge Advances in Second Language Studies; ; 2
• Altri autori (Persone): SalaberryM. Rafael; KunitzSilvia
• Disciplina: 418.0071
• Soggetti: Second language acquisition - Study and teaching; Language and languages - Study and teaching; Second language acquisition - Ability testing; Language and languages - Ability testing; FOREIGN LANGUAGE STUDY / Multi-Language Phrasebooks; LANGUAGE ARTS & DISCIPLINES / Alphabets & Writing Systems; LANGUAGE ARTS & DISCIPLINES / Grammar & Punctuation; LANGUAGE ARTS & DISCIPLINES / Linguistics / General; LANGUAGE ARTS & DISCIPLINES / Readers; LANGUAGE ARTS & DISCIPLINES / Spelling; LANGUAGE ARTS & DISCIPLINES / Linguistics
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Nota di bibliografia: Includes bibliographical references and index.
• Nota di contenuto: Introduction / Rafael Salaberry And Silvia Kunitz -- Section I: Theoretical and Methodological Approaches: 1. On the Nature and the Development Of L2 Interactional Competence: State of the Art and Implications for Praxis / Simona Pekarek Doehler -- 2. Some Theoretical Reflections on the Construct of Interactional Competence / Numa Markee -- 3. The Construction of Interactional Incompetence in L2 Interaction / Eric Hauser -- Section II: Research-Based Insights for Teaching: 4. Ohja. Ja. Ja. ("Ohyes. Yes. Yes."): Providing the Appropriate ; Next Relevant Action in L2 Interaction / Carmen Taleghani-Nikazm -- 5. The Interplay Between Collaborative Turn Sequences and Active Listenership: Implications for the Development of L2 Interactional Competence / Olcay Sert -- 6. Developing and Teaching Interactional Competence in Japanese Style Shifting / Naoko Taguchi And Dina Yoshimi -- Section III: Research-Informed Pedagogy: 7. Interactional Competence and Study Abroad: Empirical Methods, Findings, and Pedagogical Implications / Kate White -- 8. Developing Interactional Competence with Limited Linguistic Resources / Hansun Zhang Waring -- 9. Instructed L2 Interactional Competence in the First Year / Silvia Kunitz and Meng Yeh -- 10. Making Sense of Interactional Trouble Through Mobile-Supported Sharing Activities / Niina Lilja and Arja Piirainen Marsh -- Section IV: Testing: 11. What Counts as Evidence For Interactional Competence? Developing Criteria for a Germa Classroom-Based Paired Speaking Project / Thorsten Huth and Emma Betz -- 12. Testing Interactional Competence in Second Language Classrooms: Goals, Formats and Caveats / Katharina Kley -- 13. Doing Versus Assessing Interactional Competence / Erica Sandlund and Pia Sundqvist -- Conclusion / Hanh Thi Nguyen -- Appendix: Transcription Conventions -- Contributors -- Index.
• Sommario/riassunto: 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.