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Becoming a Member in Social Worlds

: The interface of learning and socialization in L2 interactions
Edited by Klara Skogmyr Marian and Simona Pekarek Doehler
[Language, Interaction and Acquisition 16:1] 2025
► pp. 100–131

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Compétence d’interaction en L2 et processus de socialisation

Une étude de cas longitudinale

ORCiD logo with link | Stockholm University
 | Université de Neuchâtel
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Available under the Creative Commons Attribution (CC BY) 4.0 license.

For any use beyond this license, please contact the publisher at rights@benjamins.nl.

La publication en accès libre de cet article a été financée par un Transformative Agreement avec l’université de Stockholm.

Article language: French

Published online: 9 October 2025
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https://doi.org/10.1075/lia.23041.sko
Résumé
La présente étude vise à contribuer à une meilleure compréhension de la relation entre l’acquisition d’une langue seconde (L2) et l’évolution des rapports sociaux que l’apprenant·e entretient avec autrui. Ancrée dans l’Analyse Conversationnelle, l’investigation porte sur la manière dont Julie, fille au pair et apprenante de français L2, répond aux évaluations produites par Marie, ‘mère’ d’accueil, au cours d’une période de neuf mois. Nous observons un changement dans les pratiques et ressources de Julie qui ne peut être interprété comme un simple reflet du développement de sa L2, mais est indissociablement lié à l’évolution du rapport social entre Julie et Marie sur les plans affectif et épistémique. Les résultats montrent comment l’usage langagier et les potentiels d’acquisition qui y sont associés sont affectés par l’histoire interactionnelle partagée entre l’apprenante et son interlocutrice et mettent en relief la nature coconstruite des occasions d’utilisation et, par extension, de développement de la L2.
Abstract
The present study aims to contribute to a better understanding of the relation between second language (L2) acquisition and the evolution of social rapports. The study uses Conversation Analysis to examine the way Julie, an au pair and L2 French speaker, responds to assessments produced by Marie, the host mother, during the nine months of her stay with the family. We observe a change in Julie’s practices that cannot be interpreted as a mere reflection of her L2 development, but which is inextricably tied to the evolution of the social rapport between Julie and Marie, namely in its affective and epistemic dimensions. Results show how language use and the related learning potentials are impacted by the shared interactional history between participants, and highlight the co-constructed nature of occasions of language use and, by extension, L2 acquisition.
Article outline
  • 1.Introduction
  • 2.Une perspective longitudinale sur les pratiques interactionnelles en L2
    • 2.1L’impact des histoires interactionnelles partagées sur les pratiques communicatives in situ
    • 2.2Enjeux pour l’étude de la compétence d’interaction en L2
  • 3.Focus analytique : Les pratiques évaluatives en L1 et L2
    • 3.1L’évaluation dans l’interaction : Formatage des tours et expression d’affectivité
    • 3.2Pratiques évaluatives et développement de la compétence d’interaction en L2
  • 4.Questions de recherche, données et méthode
  • 5.Analyse
    • 5.1Le début du séjour (semaines 1–4)
    • 5.2Après quelques semaines (semaines 5–18)
    • 5.3Vers la fin du séjour (semaines 19–38)
  • 6.Discussion et conclusion
  • Remerciements
  • Remarques
  • Références
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