Fasel Lauzon, Virginie

2016-11-4, Fasel Lauzon, Virginie, Petitjean, Cécile

2013-12-4, Fasel Lauzon, Virginie, Pekarek Doehler, Simona

Several debates have recently addressed complementarities and/or (in)compatibilities between two lines of research concerned with second language interactions: Focus on Form research and conversation analytic work on repair in second language interactions. While our expertise primarily lies in the latter, we follow up on recent calls emanating from the former for more qualitatively oriented analysis. In this paper, we report on a study of correction in naturally occurring French L2 classroom interaction addressing the following question: how is attention focus on form distributed among the participants and interactionally organized across the temporal unfolding of talk? We show the analytic difficulty of determining precisely whose focus we observe in focus on form episodes. The findings substantiate an understanding of attention focus – along with the cognitive orientations of participants – as a process that is interactionally occasioned and organized, and the transformation of which into joint focus hinges on the local contingencies of talk.

2009, Fasel Lauzon, Virginie

2007, Fasel Lauzon, Virginie

2016, Pochon-Berger, Evelyne, Fasel Lauzon, Virginie

This chapter examines emotion displays in second language (L2) dyadic interactions involving an L2 French-speaking au pair and her L1 French-speaking host family. Data are drawn from a corpus of audio-recorded dinnertime talk. The analysis focuses on the ways the au pair displays her orientation to a co-­participant’s emotional stance. The study shows that the ability to appropriately display, recognize, and respond to emotions is an important part of L2 interactional competence. Orienting to a co-participant’s emotional stances plays a central role in allowing the au pair and her host family to establish “emotional solidarity,” leading to her status as an “insider,” legitimate interactional partner, and valued member of the family.

2012-4-1, Fasel Lauzon, Virginie

2008-7-9, Fasel Lauzon, Virginie, Steinbach Kohler, Fee, Pochon-Berger, Evelyne

2015, Pekarek Doehler, Simona, Fasel Lauzon, Virginie, Markee, Numa

The classroom as a site of learning has been the focus of research stemming from a large variety of theoretical backgrounds. The unique feature of conversation analytic (CA) classroom studies is that these document the accountable methods that members use to participate in social interactions within the classroom, thereby showing how factors such as motivation or competence emerge in and through the detailed unfolding of interaction. In this paper, we present current CA research on classroom interaction concerned with documenting change across time at different levels of granularity. We first discuss studies investigating change across short time-spans (minutes, seconds) and then turn to work documenting change across longer time-spans, based on longitudinal or cross-sectional designs. CA studies of classroom interaction that document change over time are most prominently concerned with the development of interactional competence (in a first or a second language). We show that existing findings support an understanding of the development of interactional competence as comprising speakers’ increased ability to deal with issues such as recipient design and preference organization, thereby enabling speakers to better tailor their turns and actions to fit the displayed expectations, needs and states of knowledge of co-participants.

2010-12-1, Fasel Lauzon, Virginie, Pochon-Berger, Evelyne

2007, Pekarek Doehler, Simona, Pochon-Berger, Evelyne, Fasel Lauzon, Virginie, Ziegler, Gudrun