Document Type

Post-Print

Publication Date

3-5-2018

Abstract

The terms interactional competence and learning are discussed in the context of recent research in the areas of cognitive science and ethnomethodological conversation analysis studies of language learning. Two data excerpts from a longitudinal case study of a beginning learner of English are presented to illustrate (1) the difficulty of representing language learning using structural linguistic representations and (2) evidence of language learning as at-that-time appropriate embodied interaction.

Description

NOTICE: this is the author’s version of a work that was accepted for publication in Classroom Discourse. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Classroom Discourse, 9(1).

http://dx.doi.org/10.1080/19463014.2018.1433052

DOI

10.1080/19463014.2018.1433052

Available for download on Thursday, September 05, 2019

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