Evidence from usage-based studies of second language (L2) acquisition reveals that a main source of L2 learners' developing grammars is the L2 input to which learners are regularly exposed. What learners develop from their extended engagement in the sequences of actions comprising the input is not an acontextual system of grammatical units but…

Second language (L2) teaching is complex interactional work. Although how teachers teach is known to be significant to student engagement and learning, the specialized nature of teaching is typically represented as knowledge and beliefs about teaching. This is changing, however, as the number of studies drawing on ethnomethodology and conversation…

A great deal of research on second language (L2) input has provided useful linguistic evidence for the development of generalizations about and hypotheses on the usage-based nature of L2 knowledge. However, despite the fact that classrooms are one of the most ubiquitous sites of L2 learning, we still know very little about the linguistic quality…

A key insight of a transdisciplinary perspective on second language acquisition (SLA) as articulated by the Douglas Fir Group (2016) is its usage-based understanding of language. Evidence on the fundamental role that usage plays in shaping individual language knowledge is no doubt compelling. However, while the force of social interaction in…

In this paper, I offer a reconsideration of "interactional competence" as an object of L2 learning. I argue that the field's uptake of the concept displays a misunderstanding of, or at least a lack of attention to, its related but distinct intellectual roots in linguistic anthropology and conversation analysis. This has resulted in…

With the growing centrality of digital recording technologies to conversation analysis (CA) research, an emerging array of publications has begun to provide useful methodological insights on how to capture multimodal and temporal complexities of social interaction in video footages. By and large, however, they have been written as general…

A great deal of research undertaken in child language development, neurolinguistics and various branches of functional and cognitive linguistics has shown that a main source of language development is the spoken input to which learners are exposed. Despite the fact that for most adult L2 learners, the greatest exposure to the L2 is the input they…

Drawing on data from a range of contexts, including classrooms, pharmacy consultations, tutoring sessions, and video-game playing, and a range of languages including English, German, French, Danish and Icelandic, the studies in this volume address challenges suggested by these questions: What kinds of interactional resources do L2 users draw on to…

Correction and repair as components of an instructional practice that facilitates learning have figured prominently in research on classroom-based second and foreign language learning. Recent studies incorporating a conversation analytic (CA) perspective on second language acquisition (SLA) have also focused on repair and correction. From a CA…

Examines the discursive structures and linguistic resources of the interactional environments influencing the development of individual communicative competence, with specific reference to providing speaking opportunities to students studying Spanish as a second language. Findings reveal that the ways in which topics are developed differ from how…

This study is concerned with interactional involvement and identity construction in a university seminar comprised of native and non-native English speaking students. Findings reveal that in their classroom interactions, these two groups of students take on and perceive others to take on identities that have little to do with their language status…