Talk 1: Tracking the Development of Online L2 Interactional Competence using Conversation Analysis (Balaman)
This talks draws on the methodological affordances of Conversation Analysis for examining technology-mediated interactions on a longitudinal basis. Based on a database of 70 hours of screen-recorded interactions of geographically dispersed participants, the concept of online L2 interactional competence will be introduced by bringing evidence to L2 interactional development. Recent research shows that L2 users draw on a multitude of screen-based resources to accomplish context-specific social actions in online task environments (Balaman, 2016; Balaman & Sert, 2017a, b, ,c; Sert & Balaman, 2018; Balaman, 2018). Tracking the diversification of these resources provide grounds for an overall understanding of how learning (i.e. development of online L2 interactional competence) occurs in online interactional settings, thus adding to the literature on Computer Assisted Language Learning. Against this background, the talk will bridge the fields of CALL, CA, and L2 interactional competence.
Workshop – How to track L2 development in interaction through Conversation Analysis (Sert & Balaman)
This workshop will be a hands-on practice for longitudinal and comparative CA work.
Talk 2: Tracking Learning Behaviors in Classrooms Using Conversation Analysis (Sert)
Recent work on L2 (second/foreign/additional language) learning and interactional competence show that learning is “analyzable as embodied in the details of social interaction” (Pekarek Doehler, 2010, p. 109), and an analysis of learning should include, among other things, consideration of gaze, gesture, body orientation, and manipulation of objects. Conversation Analysis methodology has robust analytic tools for tracking language learning behaviors (Markee 2008; Hauser 2017), and its empirical tools have recently proven useful in revealing L2 learning in interaction. Against this background, I will present analyses of learning talk (Markee and Seo, 2009; Seedhouse, 1996) using data from L2 classrooms in Turkey and Luxembourg (Sert 2015; 2017). I will demonstrate the ways teachers and learners co-construct opportunities for language learning in classroom activities and showcase the intricate relationship between pedagogy and interaction. The talk will close with implications for researching L2 classrooms, teaching, and teacher training.
Talk 3: Using multimodal Conversation Analysis to examine the epistemic ecology of computer-assisted collaborative writing (Musk)
Drawing on Goodwin’s (2013) notion of epistemic ecology, this presentation examines how knowledge of spellings and grammar is managed to correct errors in computer-assisted collaborative writing in a foreign language. Goodwin’s notion provides a means to conceptualise “the public distribution and organization of knowledge and the dynamic relationship between different participant positions” (Melander, 2012: 233). Here the analyses of the correction process also draw on CA studies from the L2 classroom on both epistemics (e.g. Balaman & Sert, 2017; Musk & ÄŒekaitÄ—, 2017; Rusk, Sahlström & Pörn, 2017), repair and correction (e.g. Kasper, 1985; Musk, 2016; Seedhouse, 2004), to show how epistemic access is negotiated (cf. Stivers et al., 2011: 9) within a potentially triadic participation framework (student-student-computer, cf. van Lier, 2002: 147) across correction trajectories, thereby (re)constituting, laminating and mobilising knowledge from the available (semiotic) resources to solve emergent trouble (Musk & ÄŒekaitÄ—, 2017) and open up potential spaces for learning (Musk, forthcoming). The collection of corrections comes from 13 hours of video-recorded data from a collaborative computer-assisted writing project in the English as a foreign language classroom of a Swedish upper secondary school.
Talk 4: (cloenda): Multimodality and embodied action: The potential and controversial extension of actor-network/new materialism approaches to sequential analysis (Thorne)