A3 Book section, Chapters in research books
How Wild Can It Get? : Managing Language Learning Tasks in Real Life Service Encounters (2019)


Piirainen-Marsh, A., & Lilja, N. (2019). How Wild Can It Get? : Managing Language Learning Tasks in Real Life Service Encounters. In J. Hellerman, S. W. Eskildsen, S. Pekarek Doehler, & A. Piirainen-Marsh (Eds.), Conversation Analytic Research on Learning-in-Action : The Complex Ecology of Second Language Interaction ‘in the wild’ (pp. 161-192). Springer. Educational Linguistics, 38. https://doi.org/10.1007/978-3-030-22165-2_7


JYU authors or editors


Publication details

All authors or editorsPiirainen-Marsh, Arja; Lilja, Niina

Parent publicationConversation Analytic Research on Learning-in-Action : The Complex Ecology of Second Language Interaction ‘in the wild’

Parent publication editorsHellerman, John; Eskildsen, Søren W.; Pekarek Doehler, Simona; Piirainen-Marsh, Arja

ISBN978-3-030-22164-5

eISBN978-3-030-22165-2

Journal or seriesEducational Linguistics

ISSN1572-0292

eISSN2215-1656

Publication year2019

Number in series38

Pages range161-192

PublisherSpringer

Place of PublicationCham

Publication countrySwitzerland

Publication languageEnglish

DOIhttps://doi.org/10.1007/978-3-030-22165-2_7

Publication open accessNot open

Publication channel open access

Publication is parallel published (JYX)https://jyx.jyu.fi/handle/123456789/67488


Abstract

This chapter explores how experientially based pedagogical activities that involve participation in real life service encounters provide occasions for developing L2 interactional competence. The data comprises novice L2 students’ self-recorded interactions in service settings and videorecordings of classroom planning activities and de-briefing discussions, where the students reflect on their experiences. The analysis traces what kinds of occasions for learning arise as the students move between the classroom and the real-world service settings. The findings show that the different phases of the task complement each other in supporting the development of interactional competence. The preparation phase enables students to plan initiating actions, but does not prepare them for contingencies of interaction in the wild. When carrying out the task in real world circumstances, occasions for learning can arise as students adapt to the interactional contingencies of the encounter and put their repertoire to use in interaction with others in the full ecology of the activity. Retrospective discussions enable detailed analysis of experiences as well as focused learning activity, whereby the participants develop an experientially based understanding of the interactional tasks, language practices, actions, organization and communicative norms pertaining to the social activity.


Keywordslanguage learninglanguage teachingsecond languagetasksinteractionlinguistic interaction

Free keywordstasks; service encounters; learning projects; action; interactional practices; contingencies


Contributing organizations


Ministry reportingYes

Reporting Year2019

JUFO rating2


Last updated on 2024-11-05 at 18:26