Chapter 2
On the role of the interlocutor in second
language development
A cognitive-interactionist
approach
In this chapter we examine
the role of the interlocutor in second language
(L2) learning and use from a
cognitive-interactionist perspective,
concentrating on oral interaction in face-to-face
and (written and/or video) chat-based contexts. We
center our discussion on the ways relationship,
status, proficiency, or familiarity between
interlocutors impact L2 interaction and
opportunities for development, as well as how
interlocutor individual differences play a part in
the interaction. Finally, we outline ways to
continue this line of work, including suggestions
for researchers, teachers, and students alike.
Article outline
- Introduction
- The origins of the cognitive-interactionist
approach
- The interlocutor at the heart of the
cognitive-interactionist approach
- Interlocutor social relations and L2
opportunities
- Social relations: Comparing teacher and student
interactions
- Power relationships between
interlocutors
- Social relations: Interplay between individual and group
motivation
- Role of interlocutor and
proficiency
- L2 proficiency and peer focus on
form
- Interaction with learners of the same or
differing gender
- Summary: Interlocutor social relations and L2
opportunities
- Interlocutor individual differences in
interaction
- Anxiety
- Engagement
- Willingness to communicate
- Personality
- Attitudes
- Motivation
- Age
- Working memory
- Summary: Interlocutor individual differences in
interaction
- Future research directions
-
Note
-
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