ABSTRACT This paper shows how a language teacher and her students observably recalibrate their interactional behaviour over time. With respect to the students, this recalibration can be interpreted as increased L2 interactional competence. The participants’ turn designs indicate that they are contingent upon: 1) the local interactional context; 2) the students’ changing linguistic and interactional competence; and 3) the teacher’s evolving pedagogical goals. The phenomenon is examined in oral collective reconstructions of reading texts in plenary teacher-student talk. The data stems from a longitudinal corpus of video-recorded classroom interaction, distributed over 5 schoolyears of instructed L3 French. The analysis focuses on the way the teacher’s questions, the students’ responses and the teacher’s subsequent third turns are formatted with regard to the use of linguistic resources afforded by the reading texts. At the pre-intermediate level, the teacher invites and reinforces the use of afforded linguistic elements, while the students’ answer turns are characterized by appropriations of linguistic resources from the teacher’s talk or the reading text. Towards the intermediate level, the teacher’s turns increasingly reflect a changing pedagogical agenda allowing for more learner agency, while the students’ turns exhibit a more fine-tuned recipient design despite fewer afforded elements.

中文翻译：

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全体师生演讲中的共适应过程和第二层互动能力的发展

摘要本文显示了语言老师和她的学生如何随着时间的推移观察性地重新校准他们的互动行为。对于学生而言，这种重新校准可以解释为提高了L2互动能力。参加者的回合设计表明他们取决于：1）当地的互动环境；2）学生不断变化的语言和互动能力；和3）教师不断发展的教学目标。在全体师生演讲的口头集体重建阅读文本中研究了这种现象。数据来自视频课堂互动的纵向语料库，分布在5个学年的L3法语教学中。分析着重于教师提问的方式，根据阅读课文提供的语言资源，对学生的回答和随后的第三轮教师进行了格式化。在中级前阶段，教师邀请并加强对所提供的语言元素的使用，而学生的回合则以从教师的演讲或阅读课文中占用的语言资源为特征。迈向中级阶段，教师的转弯越来越多地反映出教学议程的变化，允许更多的学习者参与，而学生的转弯则表现出更细微的接收者设计，尽管提供的要素较少。而学生的答题轮回主要表现为从老师的演讲或阅读课文中获得语言资源。迈向中级阶段，教师的转弯越来越多地反映出教学议程的变化，允许更多的学习者参与，而学生的转弯则表现出更细微的接收者设计，尽管所提供的要素较少。而学生的答题轮回则以教师的演讲或阅读文字中的语言资源为特征。迈向中级阶段，教师的转弯越来越多地反映出教学议程的变化，允许更多的学习者参与，而学生的转弯则表现出更细微的接收者设计，尽管所提供的要素较少。