In classrooms, teachers play a fundamental role in managing students' participation. As part of their classroom interactional competence to maximize interactional space for students' learning, teachers use multimodal resources to orchestrate turn-taking, allocate the next speaker, and manage repair sequences. However, little is known about how…

This study compares the effects of distributed versus massed corrective feedback (CF) on Spanish differential object marking (DOM). Forty-eight Spanish learners completed three communicative tasks with a researcher on three consecutive days, one task per day. Partial recasts were used to reformulate DOM errors. The distributed group (n = 16)…

This article examines how second language (L2) interactional competence is manifested in students' use of "and"-prefaced turns when doing meaning-focused oral tasks in pairs and small groups. Drawing on video recordings from English-as-a-foreign-language upper-secondary classes recorded in Czechia and Finland, 86 sequences involving…

Abstract In this article, we bring together conversation analysis and usage-based linguistics to investigate the second language (L2) developmental trajectory of a linguistic construction within the complex multimodal ecology of naturally occurring social interaction. We document how, over the course of 15 months, an L2 speaker's use of the French…

This study investigates second language (L2) interactional competence in Mandarin Chinese, with a specific focus on dispreference organization in refusals. Twenty-eight L2 Chinese learners at 3 proficiency levels (A2, B1, and B2) and 10 native speakers each participated in 3 role plays. We found that learners at different levels clearly differed…

How multilinguals reflect on and interpret their experiences abroad as they acquire an additional language has been undertheorized in study abroad research. Multilinguals navigate multiple identities, cross linguistic and social boundaries, and employ an array of resources to make meaning--that is, they engage in translingual practice. This…

It is widely accepted that teacher cognitions--what teachers know, think, and believe--play a significant part in teachers' decision-making processes. The present study investigated the specific cognitions that 74 Dutch undergraduate and postgraduate student teachers of English as a foreign language (EFL) had on grammar instruction and how these…

Transformations associated with the increasing speed, scale, and complexity of mobilities, together with the information technology revolution, have changed the demography of most countries of the world and brought about accompanying social, cultural, and economic shifts (Heugh, 2013). This complex diversity has changed the very nature of…

The pairing of telecollaboration and focused instruction can lead to measurable gains in second language learners' pragmatic competence (Belz & Vyatkina, 2005, 2008; Vyatkina & Belz, 2006). This article examines speech act production in telecollaborative exchange, focusing on the requesting behavior of American learners of German for…

Intercultural language teaching and learning has increasingly been adopted in state school systems, yet studies have shown that language teachers struggle to include it in their practice. The aim of this study is to use dynamic systems theory to examine how a German as a foreign language teacher in a New Zealand secondary school adopted a project…

Based on qualitative analysis of conversational interactions collected over the course of a Spanish language learner's academic year abroad, this article explores the development of interactional resources related to alignment activity in the learner's conversational participation. Alignment activity refers to the means interlocutors use…

In her paper, Burke questions whether top-down proficiency mandates will positively impact teacher practice. Her main argument is the following: The requirement that foreign language (FL) teachers demonstrate an advanced level of proficiency does not guarantee that they will be more effective K-12 FL teachers; on this point, the author agrees with…

This study investigates the relationship among Japanese high school teachers' beliefs, their practices, and socioeducational factors regarding communicative language teaching (CLT). A multimethods approach was used consisting of a survey, interviews, and class observations. A Teacher Beliefs Questionnaire was sent to 188 randomly selected Japanese…

The defining feature of immersion language learning is the omnipresent pressure to communicate in the second language (L2), even as incipient skills are being acquired. This study uses the focused essay technique to investigate ambivalence about communicating among adolescent French immersion students (12-14 years of age). Students described…

The overall aim of this article is to argue that the functioning of every language system is based on a potential multilingual competence. The empirical basis for this is now broad enough to gain a comprehensive view on the overall competence of a multilingual individual. Moreover, increasing theoretical reflection has conferred an increasingly…