Chapter published in:
Cross-theoretical Explorations of Interlocutors and their Individual Differences
Edited 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

| Lancaster University
| 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
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