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Fasel Lauzon, Virginie

Nom
Fasel Lauzon, Virginie
Affiliation principale
Site web
Fonction
Maître-assistante
Email
virginie.fasel@unine.ch
Identifiants
https://libra.unine.ch/handle/123456789/628

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  • Publication
    Métadonnées seulement
    Orienting to a co-participant’s emotion in French L2: A resource to participate in and sustain a conversation
    (Amsterdam: John Benjamins, 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.
  • Publication
    Métadonnées seulement
    Documenting change across time: longitudinal and cross-sectional CA studies of classroom interaction
    (Hoboken, New Jersey: Wiley-Blackwell, 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.