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In:Cross-theoretical Explorations of Interlocutors and their Individual Differences
Edited by Laura Gurzynski-Weiss
[Language Learning & Language Teaching 53] 2020
► pp. 19–50

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Chapter 2
On the role of the interlocutor in second language development

A cognitive-interactionist approach

 | Lancaster University
 | Indiana University
Published online: 21 January 2020
DOI logo with link
https://doi.org/10.1075/lllt.53.02phi
Abstract
In this chapter we examine the role of the interlocutor in second language (L2) learning and use from a cognitive-interactionist perspective, concentrating on oral interaction in face-to-face and (written and/or video) chat-based contexts. We center our discussion on the ways relationship, status, proficiency, or familiarity between interlocutors impact L2 interaction and opportunities for development, as well as how interlocutor individual differences play a part in the interaction. Finally, we outline ways to continue this line of work, including suggestions for researchers, teachers, and students alike.
Article outline
  • Introduction
  • The origins of the cognitive-interactionist approach
  • The interlocutor at the heart of the cognitive-interactionist approach
  • Interlocutor social relations and L2 opportunities
    • Social relations: Comparing teacher and student interactions
    • Power relationships between interlocutors
    • Social relations: Interplay between individual and group motivation
    • Role of interlocutor and proficiency
    • L2 proficiency and peer focus on form
    • Interaction with learners of the same or differing gender
    • Summary: Interlocutor social relations and L2 opportunities
  • Interlocutor individual differences in interaction
    • Anxiety
    • Engagement
    • Willingness to communicate
    • Personality
    • Attitudes
    • Motivation
    • Age
    • Working memory
    • Summary: Interlocutor individual differences in interaction
  • Future research directions
  • Note
  • References
References (133)
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2021. The effect of NNS–NNS and NNS–NS videoconferencing on the development of second language confidence. Foreign Language Annals 54:4 ► pp. 1257 ff. DOI logo

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