October 8, 2025Open Access

From a Learner's Perspective: Tracing L2 Interactional Competence Development in Video‐Mediated Task‐Based Interactions

CKCarmen Konzett‐FirthUniversität Innsbruck UBUfuk BalamanTED University

Key Points

L2 learners improve their interactional competence through task-based interactions, which also help them manage concurrent tasks and talk.
The study focuses on one learner's use of interactional resources, showing how they are adapted from co-participants and applied in various contexts.
Using multimodal longitudinal conversation analysis, the research offers insights into the development process of language learners in video-mediated environments.
Findings suggest that task-based interactions afford unique opportunities for learners to enhance their language use and overall competence.

Abstract

ABSTRACT In task‐based language learning, learners have to deal with the challenge of moving the task and the talk concurrently forward. In doing so, they develop sets of task‐relevant, interactional, and multimodal resources. In this study we use multimodal longitudinal conversation analysis to investigate one learner's L2 interactional competence development in video‐mediated task‐based interactions in English as a foreign language. We present how the L2 learner appropriates an interactional resource from the co‐participant's talk, uses the resource in her own turns, and eventually transfers it to new contexts. The findings bring new insights into the affordances of task‐based interactions for learners' L2 development.

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