Responsive Turns in L2 Discussion Tasks: A Conversation Analysis Perspective

This study provides an insight into how EFL students in a specific English learning context design their responsive turns in discussion tasks from a conversation analysis (CA) perspective. It aims to contribute to the body of knowledge on student talk in in-class interactions in the ASEAN region and to that on English language teaching pedagogies for developing interactional competence in general and classroom interactional competence in particular. Four emerging themes in responsive turns are analysed: the repetition of lexical and structural resources between a task-guided question turn and its responsive turn; the dominant pattern of opinionreasons in responsive turns; gaze disengagement for independent word-search; and wordsearch through thinking aloud in the L1 -Vietnamese.