Interactional and intercultural competence in tandem learning :a micro-analytic perspective

Abstract

This thesis is an investigation into the characteristics of interactional and intercultural competence in a tandem language learning context between English and Chinese postgraduate students. It examines idioms meaning exchanges through the adoption of a conversation analytical perspective. The characteristics of interactional and intercultural competence are established in this thesis by applying the principles of conversation analysis using the same set of data. The first application examines the characteristics of interactional competence whilst the second investigates the characteristics of intercultural competence through the lens of conversation analysis and interactional competence. This thesis is a contribution to the existing body of knowledge on interactional and intercultural competence and on tandem language learning. However, unlike previous research in this field (e.g. Bennett, 1986; Byram, 1997; Bennett, 1998; Hofstede, 2001; Brammerts, 2003; Lewis, 2003; Stickler and Lewis, 2003; Hosoda, 2006; Park, 2007; Van Compernolle, 2011; Kitzinger and Mandelbaum, 2013; Bolden, 2014), this thesis focuses on the interactions in tandem learning sessions using a microanalysis account of ‘repair’, ‘turn taking practices’, and ‘preference organisation’. By using conversation analysis, this thesis highlights the different interactional resources used by the participants that promote interactional competence and by examining these same interactional resources from a conversation analytical perspective, this thesis was able to identify intercultural moments in conversation and the ways in which the participants oriented to them. The findings show that the maintenance of intersubjectivity through repair-initiations and repair-accomplishments as well as asymmetrical orientation to knowledge can enhance interactional competence. On the other hand, cultural differences between the participants were manifested via these same interactional resources and through these resources, the participants attributed to each other the identity of an expert and a novice (not as bona fide co-member).