Topic Management in L2 Task-Based Written Interactions

Autor/in	Abe, Makoto
Titel	Topic Management in L2 Task-Based Written Interactions
Quelle	In: Language Learning & Technology, 27 (2023) 1, (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Second Language Learning; Second Language Instruction; Language Proficiency; Discourse Analysis; Computer Mediated Communication; English (Second Language); Foreign Countries; Written Language; Task Analysis; Interaction Process Analysis; Teaching Methods; Undergraduate Students; Japanese; Language Tests; Native Language; Test of English for International Communication + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Language skill; Language skills; Sprachkompetenz; Diskursanalyse; Computerkonferenz; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Geschriebene Sprache; Aufgabenanalyse; Prozessanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Japaner; Japanisch; Language test; Sprachtest
Abstract	How online interactants advance their talk in written interactions has been extensively investigated in different areas, including language learning. Applying a conversation analysis technique, this study examined how second language (L2) learners managed topics in L2 task-based text-chat interactions and the effects of L2 proficiency on their interactional practices. Participants were 53 dyads, comprising 106 Japanese learners of English across three proficiency levels. The findings demonstrated that only highproficiency learners jointly constructed differences in topicality between on- and off-task interactions, by implementing resources available in the textual communication medium. Mid- and low-proficiency learners tended to recycle similar formats to create new sequences. In addition, low-proficiency learners never showed orientation to topic transition in an observable way; mid-proficiency learners did show an indication of such an orientation to topic transition, although they failed to achieve it interactionally. The findings were partially verified by quantifying the question format "How about you?," which was predominantly used by low- and mid-proficiency learners. Based on the findings, this study proposes a hypothetical developmental pathway and pedagogical implications for teaching and assessment of interactional competencies in L2 written interactions. (As Provided).
Anmerkungen	National Foreign Language Resource Center at University of Hawaii. 1859 East-West Road #106, Honolulu, HI 96822. e-mail: llt@hawaii.edu; Web site: https://www.lltjournal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01