Task closings in L2 text-chat interactions: A study of L2 interactional competence

Abstract

Employing a CA-inspired methodological approach, this study investigates L2 learners’ interactional competence for dyadic interaction via text chat. Fifty-three dyads of Japanese learners of English at three proficiency levels (high, mid, and low) participated in this study, where they worked on three discussion tasks in L2 English. The data were 97 participant-generated task closings, which were analyzed in terms of linguistic repertoire and sequence organizations of terminal exchanges between participants in a dyad, and summons-answer sequences between participants and the researcher. The data showed that the participants recurrently implemented a sequence of soliciting and providing an ag..