The research presented here is an examination of how child language novices (zero beginners) develop interactional competences and repertoires in a Swedish as a second language classroom. Two 7-year-old girls’ learning trajectories are the focus in a yearlong study of their second language (L2) development. The girls’ transition from highly repetitious and formulaic production to formally and semantically more diverse discourse is documented, along with a broadening of the girls’ classroom interactional repertoires. They initiated and took part in interactions with teachers and peers and participated in a growing range of classroom discursive activities. The longitudinal analysis also documents the differences in their two learning trajectories, particularly in terms of their L2 resources and pragmatic skills, as well as their identities as successful or unsuccessful language learners (as ascribed to them by the teachers). The study illustrates an intricate and synergistic, rather than unidirectional, relationship between these two child novice learners’ competences, L2 features, and identities.

中文翻译：

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是什么让孩子成为优秀的语言学习者？瑞典课堂的互动能力、身份和沉浸感

这里介绍的研究是对儿童语言新手（零初学者）如何在作为第二语言课堂的瑞典语中培养互动能力和曲目的检查。两个 7 岁女孩的学习轨迹是为期一年的第二语言 (L2) 发展研究的重点。记录了女孩从高度重复和公式化的生产到形式上和语义上更多样化的话语的转变，以及女孩课堂互动曲目的拓宽。他们发起并参与了与教师和同伴的互动，并参与了越来越多的课堂讨论活动。纵向分析还记录了他们两个学习轨迹的差异，特别是在他们的二语资源和语用技能方面，以及他们作为成功或不成功的语言学习者的身份（由教师赋予他们）。该研究说明了这两个儿童新手学习者的能力、L2 特征和身份之间的复杂和协同而非单向的关系。