| 研究実績の概要 |
The third year of the study was devoted to the organization, analysis, presentation, and publication of 2 years of classroom data collected from head-held camcorders. From this data, which was transcribed by bilingual research assistants in 2014, further insights into the nature and development of Interactional Competence (IC) in the EFL classroom at a Japanese university was achieved in the areas of language learning "intersubjectivity," "change-of-state," and "multimodal communication." Following a Conversation Analysis (CA) informed approach, the researcher was able to demonstrate the wide variety of vocal, nonvocal, material, and multimodal resources students were employing in conversations-for-learning to achieve understanding with their interlocutors. These findings helped develop a research-informed pedagogy for subsequent application. The researcher intends to explore the effectiveness of this informed pedagogy in future GIA studies. During the final year of the study, connections previously made with eminent scholars were fostered, bringing about a number of GIA-related presentations (6 domestic and 2 international) and one publication (international) currently under review.
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