| 研究実績の概要 |
Discoveries in the final year of this research project grew from previous years' findings: (1) the effect of interlocutor roles and (2) participants' displays of multimodal analytical skills. With further development of an interactional database based on L2 learners' recursive practice, redesign and implementation of peer-model materials, and the inclusion rapport-building pedagogy, this research cumulated with a paper--Acquiescing to and asserting epistemic stance in sharing excerpts and analyses of learners’ own L2 interaction--presented at the ICOP-L2 Conference in Spain in Sept of 2022. It appears that employing a CA-informed approach to a longitudinal selection of representative excerpts from focus students can uncover how participants fail to or are able to display these skills, which may inform materials design and related pedagogy. Also, from this case, for example, placing more attention on defining and modeling assertiveness and acquiescence can assist participants&--both analysts and commenters--in doing interactional work to promote contributory inclusion. In addition, these results may also encourage other educators to consider designing peer model materials and related pedagogy to promote inclusionary skills as well as other important interactional competencies. Finally, by building a database of, for example, displays of inclusionary co-construction in L2 tasks (like analytical skill development), a fuller picture of the relationship between quality interaction and skill-development trajectories can emerge.
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