Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/13662
Title: 
Learning to talk the talk and walk the walk: Interactional competence in academic spoken English
Authors: 
Keywords: 
Interactional competence
Discursive practice
Face-to-face interaction
Mathematics
Italian as a foreign language
Issue Date: 
2013
Citation: 
Young, R. (2013). Learning to talk the talk and walk the walk: Interactional competence in academic spoken English. Ibérica, 25, 15-38.
Abstract: 
In this article I present the theory of interactional competence and contrast it with alternative ways of describing a learner's knowledge of language. The focus of interactional competence is the structure of recurring episodes of face-to-face interaction, episodes that are of social and cultural significance to a community of speakers. Such episodes I call discursive practices, and I argue that participants co-construct a discursive practice through an architecture of interactional resources that is specific to the practice. The resources include rhetorical script, the register of the practice, the turn-taking system, management of topics, the participation framework, and means for signalling boundaries and transitions. I exemplify the theory of interactional competence and the architecture of discursive practice by examining two instances of the same practice: office hours between teaching assistants and undergraduate students at an American university, one in Mathematics, one in Italian as a foreign language. By a close comparison of the interactional resources that participants bring to the two instances, I argue that knowledge and interactional skill are local and practice- pecific, and that the joint construction of discursive practice involves participants making use of the resources that they have acquired in previous instances of the same practice.
URI: 
ISSN: 
1139-7241
Appears in Collections:Journal Articles

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