Intersubjectivity and co-constructed framings: students' role-play talks in online English-speaking sessions.

ABSTRACT: This study investigates how lower-level English language learners achieve and maintain intersubjectivity and navigate through co-constructed framings during context-embedded tasks such as improvised role-play. In language education settings, activities associated with interactions often reflect multi-layered participant orientations beyond mere linguistic execution. From the perspectives of ethnomethodology and conversation analysis, linguistic actions are effective only when they are intersubjectively understood: the complexity of an activity necessitates corresponding levels of intersubjectivity for smooth progression. A close examination of sequence development in role-play activities shows how intersubjectivity is preserved as interlocutors engage in aligning and affiliative moves to a

SUBMITTER: Li LH 

PROVIDER: S-EPMC11747003 | biostudies-literature | 2024

REPOSITORIES: biostudies-literature