A1 Journal article (refereed)
L2 grammar‐for‐interaction : Functions of “and”‐prefaced turns in L2 students’ collaborative talk (2023)

Tůma, F., Kääntä, L., & Jakonen, T. (2023). L2 grammar‐for‐interaction : Functions of “and”‐prefaced turns in L2 students’ collaborative talk. Modern Language Journal, 107(4), 991-1010. https://doi.org/10.1111/modl.12885

JYU authors or editors

Publication details

All authors or editors: Tůma, František; Kääntä, Leila; Jakonen, Teppo

Journal or series: Modern Language Journal

ISSN: 0026-7902

eISSN: 1540-4781

Publication year: 2023

Publication date: 04/11/2023

Volume: 107

Issue number: 4

Pages range: 991-1010

Publisher: Wiley-Blackwell

Publication country: United States

Publication language: English

DOI: https://doi.org/10.1111/modl.12885

Publication open access: Openly available

Publication channel open access: Partially open access channel

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/91809

Abstract

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 “and”-prefaced turns were scrutinized using multimodal conversation analysis, focusing on language, gaze, and material resources. The findings suggest that by producing “and”-prefaced turns, students orient to task progression. These turns have two functions: task managerial and contribution to the emerging task answer. By using task-managerial “and”-prefaced turns, the current speaker invites another student to participate, while in “and”-prefaced contributions to the task answer, a participant adds to, generalizes, or modifies the previous task answer. The analysis shows that students mobilized their L2 interactional competence in producing “and”-prefaced turns in close coordination with embodied resources and with respect to the spatio-material surroundings and the nature of the task. These findings contribute to the multimodal reconceptualization of the grammar–body interface and research on turn-initial particles within L2 interactional competence.

Keywords: multimodality; classroom work; conversation analysis; Finnish language; second language; English language; linguistic interaction

Free keywords: classroom interaction; conversation analysis; L2 grammar-for-interaction; L2 interactional competence; multimodality; turn-initial particles

Contributing organizations

Ministry reporting: Yes

VIRTA submission year: 2023

JUFO rating: 3