Learner agency, the capability of individual human beings to make choices and act on these choices in a way that makes a difference in their lives (Martin, 2004), is instrumental in second language learning because attainment is only arrived at by learner choice (Pavlenko & Lantolf, 2000). If attainment is understood as learner engagement in synchronous, collaborative, spoken interaction which is thought to lead to gains in second language acquisition (SLA), then design considerations that harness learners’ agency towards that end is important. This study explores the relationship between learner agency and two different task types, namely an information-gap task and an opinion-sharing task in two peer-to-peer synchronous computer-mediated communication (SCMC) spoken interaction events. Students’ choices and how students act on these choices during tasks are analysed using a discourse analysis approach. Audio recordings of four dyads as cases were examined using three analytical dimensions: language functions of verbal interaction, cognitive processing and social processing. The results show that most learners used their agency to reconfigure the tasks from spontaneous to planned interaction, with some choices and actions relating to technology impacting detrimentally on interaction time in the target language. The different tasks were found to filter and channel different types of agency that learners could exercise, namely representational, organisational, and strategic agency as speech acts, and directional agency as a physical act. These types consisted of different natures and purposes and are presented as a framework. The information-gap task supported strategic agency and an opinion-sharing task supported personalisation and identity construction or representational agency.

中文翻译：

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在线口语交互任务中学习者代理的框架

学习者能动性，即个人做出选择并以改变他们生活的方式对这些选择采取行动的能力（Martin，2004），在第二语言学习中非常重要，因为只有通过学习者的选择才能获得成就（Pavlenko和兰托夫，2000）。如果将成就理解为学习者在同步、协作、口语互动中的参与，这被认为会导致第二语言习得 (SLA) 的收获，那么设计考虑因素以利用学习者的能动性实现这一目标就很重要。本研究探讨了学习者代理与两种不同任务类型之间的关系，即两个点对点同步计算机介导通信 (SCMC) 口语交互事件中的信息差距任务和意见共享任务。使用语篇分析方法分析学生的选择以及学生在任务期间如何根据这些选择采取行动。使用三个分析维度检查四个对作为案例的录音：语言交互的语言功能、认知处理和社会处理。结果表明，大多数学习者利用他们的能动性将任务从自发的交互重新配置为计划的交互，其中一些与技术相关的选择和行为对目标语言的交互时间产生不利影响。发现不同的任务过滤和引导学习者可以行使的不同类型的能动性，即作为言语行为的表征、组织和战略能动性，以及作为身体行为的定向能动性。这些类型由不同的性质和目的组成，并作为一个框架呈现。