Akademik Veri Yönetim Sistemi
ÇUKUROVA INTERNATIONAL ELT TEACHERS CONFERENCES (5th) “Glocalization Issues and Trends in EFL/ESL, Adana, Türkiye, 18 - 20 Nisan 2019
This study aims to
systematically review L2 interactional competence research conducted between
1996 and 2018 (December). The review maps out the aims, participants,
methodology and main outcomes of the research studies. 71 studies were reached
and analysed through Scopus and ERIC databases. The results demonstrate that
majority of the studies has been carried out to examine L2 teaching and
learning practices, and how participants interact in L2 classrooms to realize
L2 understanding. In addition, higher education has mostly been chosen as the
research context to dwell upon teachers’ perspectives on L2 teaching/learning and
their pedagogical practices. The review also indicates that the concept has
been primarily investigated from two methodological standpoints, namely
system-based and discourse analytic approaches. While much of the research
carried out in the 1990s and 2000swere evidenced to adopt etic perspective and
quantitative methodology, emic and qualitative approach have been observed in
more recent studies. By conducting this review, the researchers believe that it
will provide invaluable insights into L2 classroom interaction and its impact
on the conceptualization of L2 teaching and learning as well as assisting the
future researchers to understand the importance of classroom interactional
development, which also warrants further attention and investigation.
Keywords: L2 interactional competence; systematic review; L2 teaching and
learning.