ÇUKUROVA INTERNATIONAL ELT TEACHERS CONFERENCES (5th) “Glocalization Issues and Trends in EFL/ESL, Adana, Turkey, 18 - 20 April 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.