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Pochon-Berger, Evelyne
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Pochon-Berger, Evelyne
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Voici les éléments 1 - 10 sur 19
- PublicationMétadonnées seulementOn the reflexive relation between developing L2 interactional competence and evolving social relationships: A longitudinal study of word-searches in the 'wild'(: Springer, 2019)
; ; ;Hellermann, John ;Eskildsen, Søren; Piirainen-Marsh, Arja - PublicationMétadonnées seulement
- PublicationMétadonnées seulementTracking change over time in second language talk-in-interaction: a longitudinal case study of storytelling organization(Basinkstoke: Palgrave Macmillan, 2018)
; ; ; ;González-MartÃnez, EstherWagner, Johannes - PublicationMétadonnées seulement
- PublicationMétadonnées seulementConversational storytelling at the margins of the workplace: negotiating epistemic access and entitlement(Bristol: Multilingual Matters, 2015)
; ; ; Grujicic-Alatriste, Lubie - PublicationMétadonnées seulementThe development of L2 interactional competence: evidence from turn-taking organization, sequence organization, repair organization and preference organization(Berlin: Mouton De Gruyter, 2015)
; ; ;Cadierno, TeresaEskildsen, Søren - PublicationMétadonnées seulement
- PublicationMétadonnées seulementLa grammaire comme ressource pour interagir : réflexions autour de la compétence d’interaction en langue seconde(Bern: Peter Lang, 2014)
; ; ; ; ; ; ; ;Johnsen, Laure-Anne - PublicationAccès libreLe développement de la compétence d'interaction : une étude sur le travail lexical(2012)
;Farina, Clelia; This paper presents an exploratory longitudinal study on how an adolescent speaker of French L2 manages word searches as part of auto-initiated other-repair. We followed Julie, a German-speaking au pair girl sojourning in a French-speaking environment, for 9 months. Based on the analysis of audio-recorded and transcribed everyday conversations, we track how Julie’s ‘methods’ for initiating word searches and calling for co-participant’s help change across the duration of her stay. Results show a shift from the use of ‘heavy’ resources that suspend the ongoing activities and focus explicitly on lexical issues towards the use of more subtle resources that maximize the progressivity of talk while still allowing the speaker to overcome lexical problems. It is argued that these changes are indicative of the development of L2 interactional competence.