Chapter published in:
Cross-theoretical Explorations of Interlocutors and their Individual DifferencesEdited by Laura Gurzynski-Weiss
[Language Learning & Language Teaching 53] 2020
► pp. 20–50
On the role of the interlocutor in second language development
A cognitive-interactionist approach
Jenefer Philp | Lancaster University
Laura Gurzynski-Weiss | Indiana University
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.
Keywords: cognitive-interactionist approach, instructors, learners, L2 interaction, L2 development
Published online: 21 January 2020
https://doi.org/10.1075/lllt.53.02phi
https://doi.org/10.1075/lllt.53.02phi
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