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dc.contributor.authorTůma, František
dc.contributor.authorKääntä, Leila
dc.contributor.authorJakonen, Teppo
dc.date.accessioned2023-11-08T08:35:12Z
dc.date.available2023-11-08T08:35:12Z
dc.date.issued2023
dc.identifier.citationTůma, F., Kääntä, L., & Jakonen, T. (2023). L2 grammar‐for‐interaction : Functions of “and”‐prefaced turns in L2 students’ collaborative talk. <i>Modern Language Journal</i>, <i>107</i>(4), 991-1010. <a href="https://doi.org/10.1111/modl.12885" target="_blank">https://doi.org/10.1111/modl.12885</a>
dc.identifier.otherCONVID_194325033
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/91809
dc.description.abstractThis article examines how second language (L2) interactional competence is manifested in students’ use of “and”-prefaced turns when doing meaning-focused oral tasks in pairs and small groups. Drawing on video recordings from English-as-a-foreign-language upper-secondary classes recorded in Czechia and Finland, 86 sequences involving “and”-prefaced turns were scrutinized using multimodal conversation analysis, focusing on language, gaze, and material resources. The findings suggest that by producing “and”-prefaced turns, students orient to task progression. These turns have two functions: task managerial and contribution to the emerging task answer. By using task-managerial “and”-prefaced turns, the current speaker invites another student to participate, while in “and”-prefaced contributions to the task answer, a participant adds to, generalizes, or modifies the previous task answer. The analysis shows that students mobilized their L2 interactional competence in producing “and”-prefaced turns in close coordination with embodied resources and with respect to the spatio-material surroundings and the nature of the task. These findings contribute to the multimodal reconceptualization of the grammar–body interface and research on turn-initial particles within L2 interactional competence.en
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherWiley-Blackwell
dc.relation.ispartofseriesModern Language Journal
dc.rightsCC BY 4.0
dc.subject.otherclassroom interaction
dc.subject.otherconversation analysis
dc.subject.otherL2 grammar-for-interaction
dc.subject.otherL2 interactional competence
dc.subject.othermultimodality
dc.subject.otherturn-initial particles
dc.titleL2 grammar‐for‐interaction : Functions of “and”‐prefaced turns in L2 students’ collaborative talk
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202311087849
dc.contributor.laitosKieli- ja viestintätieteiden laitosfi
dc.contributor.laitosDepartment of Language and Communication Studiesen
dc.contributor.oppiaineEnglannin kielifi
dc.contributor.oppiaineEnglishen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.format.pagerange991-1010
dc.relation.issn0026-7902
dc.relation.numberinseries4
dc.relation.volume107
dc.type.versionpublishedVersion
dc.rights.copyright© 2023 The Authors. The Modern Language Journal published by Wiley Periodicals LLC on behalf of National Federation of Modern Language Teachers Associations, Inc
dc.rights.accesslevelopenAccessfi
dc.subject.ysokielellinen vuorovaikutus
dc.subject.ysosuomen kieli
dc.subject.ysokeskustelunanalyysi
dc.subject.ysomultimodaalisuus
dc.subject.ysotoinen kieli
dc.subject.ysoluokkatyöskentely
dc.subject.ysoenglannin kieli
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p7831
jyx.subject.urihttp://www.yso.fi/onto/yso/p8856
jyx.subject.urihttp://www.yso.fi/onto/yso/p7828
jyx.subject.urihttp://www.yso.fi/onto/yso/p25633
jyx.subject.urihttp://www.yso.fi/onto/yso/p17005
jyx.subject.urihttp://www.yso.fi/onto/yso/p568
jyx.subject.urihttp://www.yso.fi/onto/yso/p2573
dc.rights.urlhttps://creativecommons.org/licenses/by/4.0/
dc.relation.doi10.1111/modl.12885
jyx.fundinginformationJYU Visiting Fellow Programme (2021); Grantová Agenturaˇ Ceské Republiky, Grant/Award Number:18-02363S; Academy of Finland, Grant/Award Number: 343480
dc.type.okmA1


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