The co-construction of common ground through exemplars unique to an ESL classroom

Abstract

Employing sequential analysis with a multimodal orientation, this study closely examines classroom interactions to unpack the construction and negotiation of common ground in the usage of exemplars unique to an English as a Second Language (henceforth, L2) writing classroom. An exemplar in this paper is referred to as a semi-fixed expression (i.e., “I like ice cream”, “(my/his grandson) George”) which emerges in a particular interactional context in the classroom. Addressing the need for a socio-cognitive view to common ground building, the analysis demonstrates that as ad-hoc expressions take on a symbolic value through the course of a semester, they become bona fide exemplars which do not need any contextual scaffolding for use and eventually function as shared resources for participants to orient to for teaching and learning. Based on the findings, implications are discussed for common ground building in terms of L2 development and the role of humor in L2 teaching and learning.