From a Learner's Perspective: Tracing L2 Interactional Competence Development in Video‐Mediated Task‐Based Interactions

ABSTRACT In task‐based language learning, learners have to deal with the challenge of moving the task and the talk concurrently forward. In doing so, they develop sets of task‐relevant, interactional, and multimodal resources. In this study we use multimodal longitudinal conversation analysis to investigate one learner's L2 interactional competence development in video‐mediated task‐based interactions in English as a foreign language. We present how the L2 learner appropriates an interactional resource from the co‐participant's talk, uses the resource in her own turns, and eventually transfers it to new contexts. The findings bring new insights into the affordances of task‐based interactions for learners' L2 development.