‘What is it that’s going on here? And what’s in it for me? How two L2 graduate students experienced spoken interaction

Hania Salter-Dvorak

doi:10.1590/1678-460x202155555

Abstract

ABSTRACT This paper views classroom interaction as integral to the production of academic writing. It presents a situated account of how two L2 master’s students’ experienced spoken interaction on two different courses, extracted from a small-scale 13-month ethnographic study which drew on Bourdieu’s concept of symbolic capital (1991), and Goffman’s participation framework (1981). Triangulation of classroom observation data with student interviews reveals how interaction is framed by the two research participants’ courses and to what extent interactive events are tied to specific goals related to written assignments. Findings echo existing research that language proficiency, familiarity with norms, and power relations intersect in rendering interaction problematic. I discuss recommendations for enhancing interaction in course design and pedagogy; rather than trans-contextual solutions, constructivist evaluation studies of specific courses are needed which reflect voices of all participants.

Highlights

This paper views classroom interaction as integral to the production of academic writing
Description The strong emphasis on collaborative learning is realised through interactive problem-solving tasks, which often lead to formative presentations followed by group discussion
This paper has argued that, to explore how L2 students experience the ‘interaction is good for learning’ discourse, one requires a situated view of literacy events in their cultural context

Summary

Introduction

This paper views classroom interaction as integral to the production of academic writing It presents a situated account of how two L2 master’s students’ experienced spoken interaction on two different courses, extracted from a small-scale 13-month ethnographic study which drew on Bourdieu’s concept of symbolic capital (1991), and Goffman’s participation framework (1981). I discuss recommendations for enhancing interaction in course design and pedagogy; rather than trans-contextual solutions, constructivist. A triangulação de dados de observação de sala de aula com entrevistas de alunos revela como a interação é enquadrada pelos cursos dos dois participantes da pesquisa e em que medida os eventos interativos estão vinculados a objetivos específicos relacionados a tarefas escritas. Discuto recomendações para melhorar a interação no design e na pedagogia do curso; ao invés de soluções trans-contextuais, estudos de avaliação construtivista de cursos específicos são necessários que reflitam as vozes de todos os participantes

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Discussion

Conclusion