conversation-analysis
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- PaperOpenAlex — TESOL research22 Jul 2026
Evidence for the Development of L2 Grammar‐for‐Interaction: The Case of Wenti shi (“the Problem Is”) in L2 Chinese Interaction
Di Lan, Shuangyun Yao
Traced the longitudinal development of an L2 Chinese learner's use of 'wenti shi' over 15 months using CA-for-SLA, UBL, and IL. Found functional expansion from literal problem-stating to topic management and disagreement preface, with changes in syntax, prosody, and sequential positioning. Demonstrates how grammar-for-interaction emerges from semantic persistence and interactional needs even in low-frequency constructions.
Original abstract
This study adopts an integrated framework combining Conversation Analysis for Second Language Acquisition (CA‐for‐SLA), Usage‐Based Linguistics (UBL), and Interactional Linguistics (IL) to trace the longitudinal development of an L2 Chinese learner's use of the construction wenti shi (“the problem is”, WTS) over a 15‐month period. Although quantitative analysis shows that the overall frequency of WTS did not increase substantially, qualitative findings reveal a clear developmental trajectory. Initially employed in its literal sense to present a factual problem, WTS was later mobilized to foreground an issue by upgrading the speaker's epistemic stance and projecting further talk. Building on this core function, two trajectories of functional expansion emerged: one oriented to managing topic transition and the other to prefacing contrasting stance and, eventually, disagreement. These functional developments were accompanied by changes in the construction's syntactic formatting, prosodic chunking, and sequential positioning, each unfolding at a different pace. By tracing the developmental trajectory of WTS, the study demonstrates how grammar‐for‐interaction emerges through the interplay between semantic persistence and interactional needs, while also showing that discourse‐marker‐like development can emerge even in constructions with relatively low token frequency.
- PaperRELC Journal11 May 2026
Listening beyond comprehension: Towards a taxonomy of second language interactive listening skills
Daniel MK Lam, Christine CM Goh
The paper argues that second language listening instruction should include interactive listening skills, not just one-way listening. It reviews existing taxonomies, highlights the underrepresentation of interactive listening, and proposes a new taxonomy based on conversation analysis and interactional competence research.
Original abstract
Listening in second language education has long been conceptualised and operationalised with an overwhelming focus on one-way, non-participatory listening. Although this is necessary for the development of cognitive dimensions of second language listening, it leaves a gap where learners are under-equipped for two-way, interactive listening, particularly the socio-interactional dimensions of ‘being listeners’. In this paper, we argue that the construct of listening for second language teaching and learning should include skills for interactive listening. We review prevailing taxonomies of second language listening skills that serve as the basis for reference standards, syllabuses and assessments, and highlight the under-representation and under-specification of interactive listening. We then draw on insights from conversation analytic research on spoken interactions and second language interactional competence, to shed light on the nature of listening and listener actions in interactions. On that basis, we propose a taxonomy of interactive listening skills that provides a framework for teachers to help learners develop these skills systematically and explicitly. Finally, we discuss the significance of interactive listening in language teaching research and practice, and outline an agenda for future research.