L2-Interaktionskompetenz im Französischunterricht

L2-Interaktionskompetenz im Französischunterricht Eine longitudinale Perspektive auf Lernen und Lehren

This paper sheds light on the teaching and learning of foreign language interactional competence in school classrooms. Examples from a longitudinal research project on French language classes illustrate how students’ L2 interactional competence changes and develops over several years, looking at bot...

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Bibliographic Details
Published in:Zeitschrift für Interaktionsforschung in DaFZ
Main Author: Konzett-Firth, Carmen
Format: Dataset Journal Article
Language:German
Published: Philipps-Universität Marburg 2023
Subjects:
Interaktionskompetenz
learning and teaching
interactional competence
French
Sprachentwicklung
Lehr-Lern-Kontext
foreign language teaching
Französisch
Fremdsprachenunterricht
language development
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Summary:This paper sheds light on the teaching and learning of foreign language interactional competence in school classrooms. Examples from a longitudinal research project on French language classes illustrate how students’ L2 interactional competence changes and develops over several years, looking at both plenary teacher-student talk and peer interactions. The conversation analytic longitudinal video study FRAISE (French in Interaction at School) not only gives insights into the developmental path of learners regarding specific aspects of their L2 interactional competence but also provides an overall picture of the teaching and learning potentials of different interactional formats in foreign language teaching. Based on cumulative evidence from FRAISE and from other current L2-IC research, the paper will suggest a few orientations for the organization of classroom teaching and learning.
DOI:10.17192/ziaf.2023.3.1.8569

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