In the research literature on interactional competence in talk among second language speakers and their coparticipants, this volume of "Pragmatics & Interaction" is the first to focus on interaction in Japanese. The chapters examine the use and development of interactional practices in a wide range of social settings, from everyday talk among friends to service encounters, workplace interaction, and a "rakugo" performance to various activities in Japanese language classrooms and oral language assessment. Conducted from the shared perspective of conversation analysis, the studies show in detail how the activities are accomplished through the generic methods of interactional organization, multimodal practices, and the specific linguistic resources of Japanese. This book contains the following chapters: (1) Interactional Competence in Japanese as an Additional Language: An Overview (Tim Greer, Midori Ishida, and Yumiko Tateyama); (2) "My Japanese Isn't That Good": Self-Deprecation, Preference Organization, and Interactional Competence (Alfred Rue Burch); (3) Learning Technical Terms in Workplace Interaction (Stephen J. Moody); (4) She Who Laughs First: Audience Laughter and Interactional Competence at a Rakugo Performance for Foreign Students (Cade Bushnell); (5) Co-Construction of an L2 Speaker's Interactional Competence: Recipient Responses in an Interview Activity (Mari Yamamoto and Tomoharu Yanagimachi); (6) Multimodal Interactional Competence in the Use of Technology in L2 Japanese Classrooms (Keiko Ikeda and Don Bysouth); (7) Collaborative Orientation to the "Search for What-to-Say" in Pair Work Interactions (Atsushi Hasegawa); (8) Assessing Interactional Competence: Storytelling in the Japanese Oral Proficiency Interview (Waka Tominaga); (9) Developing Recipient Competence during Study Abroad (Midori Ishida); (10) Becoming a Conversationalist at the Dinner Table: Topic Management Practices by a JFL Student Living in Foreign Language Housing (Junko Mori and Yumiko Matsunaga); (11) "Daijoobu desu ka?": Use of Formulaic Expressions by One Novice L2 Japanese Teacher (Yumiko Tateyama); and (12) L1 Speaker Turn Design and Emergent Familiarity in Opening Sequences of Second Language Japanese Interaction (Tim Greer).