Second Language Interactional Competence in Classroom Discursive Practices
- https://doi.org/10.2991/soshec-17.2018.3How to use a DOI?
- second language interactional competence, intersubjectivity, classroom discursive practices, collaborative dialogue
The purpose of this study is to identify the forms of discursive practices that make evident to the demonstration of second language interactional competence, and describing the manners of second language interactional competence shiwed by participants employment of linguistic and interactional resources in the occuring discursive practices. This qualitative research with a case study design was carried out through thirteen classroom observations. The classroom discursive practices were observed and transformed into written form to be displayed and analyzed for findings. The findings showed that there were four forms of discursive practices comprised students dialogue, lecturer students dialogue, students monologue, and lectures or instructions. Among the four, the students dialogues was the most form of discursive practices that have potential to the demonstrations of second language interactional competence. The students were able to achieve intersubjectivities in collaborative dialogues by employing their linguistic and interactional competence. It can be concluded that the students took benefit from collaborative dialogue practices to drill fluency and accuracy that gave impact to the improvement of their second language interactional competence.
- © 2018, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Dian Misesani AU - Lies Amin Lestari PY - 2017/10 DA - 2017/10 TI - Second Language Interactional Competence in Classroom Discursive Practices BT - Proceedings of Social Sciences, Humanities and Economics Conference (SoSHEC 2017) PB - Atlantis Press SP - 14 EP - 19 SN - 2352-5398 UR - https://doi.org/10.2991/soshec-17.2018.3 DO - https://doi.org/10.2991/soshec-17.2018.3 ID - Misesani2017/10 ER -