Abstract
This chapter examines the development of interactional competence by a novice hotel staff member during interactions with guests in which she used English as a second language. Specifically, conversation analysis of longitudinal data focuses on the novice’s changes in turn design in assessments, topic initiations, and topic pursuits. The analysis suggests that over time, she diversified the linguistic resources to achieve assessments, with some of these resources appearing to have been recruited from the guests’ assessment turns in early interactions. She also modified the formats of topic-initiation and topic-pursuit turns after earlier formulations became the trouble source in repair sequences. By examining a novice’s changes in turn design practices, this study identifies the trajectories and impetuses of language learning in the wild. As such, the findings reveal a developmental dimension to the shop floor problem (Garfinkel, Ethnomethodology’s programs: working out Durkheim’s aphorism. Rowman & Littlefield Publishers, New York, 2002).
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Notes
- 1.
A similar parallel was drawn between informal learning (which involves doing and observing) and formal learning (which involves instructions delivered in the form of textbooks and training sessions) by Scollon and Scollon (2001), although they did not elaborate on the nature of learning in each type.
- 2.
- 3.
While the guest does not produce a second assessment, the double “yes” (l. 8) serves as strong agreement.
- 4.
When the guests respond (ls. 4, 5), they treat Xuân’s question as a polar question along the lines of “did you have a good trip.” This is perhaps due to the fact that Xuân puts slight emphasis on “good trip.”
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Nguyen, H.t. (2019). Turn Design as Longitudinal Achievement: Learning on the Shop Floor. In: Hellermann, J., Eskildsen, S., Pekarek Doehler, S., Piirainen-Marsh, A. (eds) Conversation Analytic Research on Learning-in-Action. Educational Linguistics, vol 38. Springer, Cham. https://doi.org/10.1007/978-3-030-22165-2_4
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