This paper shows how a language teacher and her students observably recalibrate their interactional behaviour over time. With respect to the students, this recalibration can be interpreted as increased L2 interactional competence. The participants' turn designs indicate that they are contingent upon: 1) the local interactional context; 2) the…

While much research on writing tutorial interactions with second language (L2) writers has focused on the tutor's instructional practices, little attention has been given to the ways in which the tutee responds to them. Based on 6 h of video-recordings from 8 tutoring sessions between 6 tutors (L1 users of English) and 8 tutees (L2 users of…