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Original article (peer-reviewed)

Journal TRANEL
Volume (Issue) 53
Page(s) 122 - 141
Title of proceedings TRANEL

Abstract

This paper draws from Conversation Analysis applied to the field of Second Language Acquisition (SLA). This approach is exemplified through the study of disagreements accomplished by beginner level learners of French L2. Micro-sequential analyses is carried out on a corpus of video recorded and transcribed conversational data from the classroom context. The analyses sheds a new light on practices which have been in the focus of earlier studies in SLA. While on the linguistic level, the disagreements appear as direct and explicit (essentially by means of a turn-initial ‘no’) – which has been interpreted in earlier research as an indicator of a limited competence in L2, the analyses show how learners also deploy a range of other resources (e.g. sequential, prosodic) which allow them to modulate disagreements as regards the local circumstances of their interaction. This adaptative ability is interpreted as part of the learners' L2 interactional competence.
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