Abstract This study provides an empirical analysis of conflict talk among second language learners, focusing on the opening aspects of conflict talk sequences, specifically the short sequences between an arguable and initial opposition. Data is based on 178 hours of small group discussions video-recorded in Japanese university English classes. Analysis revealed: (a) repetitions and why-type questions directly following an initial speaker’s claim were likely to adumbrate upcoming oppositions, (b) when a questioning repeat failed to elicit an account for the original speaker’s claim, the potential opposer explicitly pursued an account for the claim with a why-type question, (c) a major action these repeats and why-type questions performed was to call for speakers of potential arguables to provide sufficient accounts for their claims. The findings contribute to research on argumentative talk in classrooms by extending analysis beyond adjacent turns, by highlighting the resources of repetitions and why-type questions that speakers deploy to adumbrate oppositions, and by explicating the details of second language learner talk in peer discussions.

中文翻译：

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反对前言：在第二语言同伴讨论中暗示冲突谈话的资源

摘要 本研究对第二语言学习者之间的冲突谈话进行了实证分析，重点关注冲突谈话序列的开放方面，特别是有争议的和最初的对立之间的短序列。数据基于在日本大学英语课程中录制的 178 小时小组讨论视频。分析显示：(a) 在最初发言人的声明之后直接重复和为什么类型的问题可能预示即将发生的反对，(b) 当重复提问未能引出原始发言人声明的解释时，潜在的反对者明确地寻求解释对于带有为什么类型问题的主张，(c) 这些重复和为什么类型问题的主要行动是呼吁潜在争论点的发言者为其主张提供充分的说明。