Responsive Turns in L2 Discussion Tasks: A Conversation Analysis Perspective

Abstract

With an emphasis on the significant roles of contextualization and interaction in language learning, there has been an increasing interest in micro-analysis of language-in-use in classroom contexts. However, there have been few studies of language-in-use in learner-learner interaction in EFL contexts, especially with the focus on responsive turns, a component to achieve topic extension in interactional competence. This paper, thus, explores the responsive turns that the students in a Vietnamese context constructed in discussion tasks from a conversational analysis perspective. The data set was video-recorded discussion tasks by twelve students of pre-intermediate level of English in two English classrooms at a pedagogical university in Vietnam. The findings show four features of turn construction in the students’ exchanges. The discussion contributes to the body of knowledge on student talk in classroom interaction and provides some implications for responsive turn practice in EFL contexts.