Résultat de la recherche
Orienting to a co-participant’s emotion in French L2: A resource to participate in and sustain a conversation
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.
Identification et observabilité de la compétence d'interaction: le désaccord comme microcosme actionnel
This paper presents an investigation of disagreement sequences understood as an actional microcosm that allows us to zoom in onto the development of interactional competence. An analysis of interactional data from French L1 classrooms in French speaking Switzerland is presented, emanating from two levels of schooling (lower and upper secondary). The analysis (a) identifies a series of observables relating to interactional competence, (b) opens a window onto aspects of its development across time and (c) sheds light on the communicative cultures at work in the two school contexts.