Evidence from usage-based studies of second language (L2) acquisition reveals that a main source of L2 learners’ developing grammars is the L2 input to which learners are regularly exposed. What learners develop from their extended engagement in the sequences of actions comprising the input is not an acontextual system of grammatical units but rather thoroughly social, positionally sensitive grammars linked to the linguistic designs of the sequences. A growing body of research drawing on the theoretical framework and analytic methods of conversation analysis (CA) has identified the recurring interactional activities of L2 classrooms, which, for most adult L2 learners, are a major source of L2 input. Less examined are the linguistic designs of the interactional activities. This is the focus of the study reported here. Drawing on the shared theoretical and methodological framework of CA and interactional linguistics (IL), and building on previous work, the study examines the linguistic designs of information-seeking sequences by which whole-group instruction is accomplished. The focus is on teacher questions seeking factual information, the type of ‘knownness’ embodied in the questions, and both the actional types and linguistic designs of the student responses they engender. Findings show that while a great deal of opportunities for participation are made available to L2 learners in the information-seeking sequences, the linguistic quality of the sequences is fairly limited in that the questions are designed primarily to engender one word or multiword phrases. These findings suggest that the possible pathways that learners’ developing L2 positionally sensitive grammars can take from their extended engagement in these sequences are also limited. For L2 teacher education, studies such as this one can enhance teachers’ understanding of the links between classroom input and learners’ developing L2 grammars, and the key role the teachers themselves play in designing the linguistic input of their L2 classroom contexts.

中文翻译：

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L2 课堂输入和 L2 位置敏感语法：信息搜索问题序列的作用

来自基于使用的第二语言 (L2) 习得研究的证据表明，L2 学习者发展语法的主要来源是学习者经常接触的 L2 输入。学习者从他们对包含输入的动作序列的扩展参与中发展出来的不是语法单元的上下文系统，而是与序列的语言设计相关的彻底的社会、位置敏感的语法。越来越多的研究利用会话分析 (CA) 的理论框架和分析方法确定了二语课堂反复出现的互动活动，对于大多数成人二语学习者来说，这是二语输入的主要来源。较少检查的是交互活动的语言设计。这是这里报告的研究的重点。借鉴 CA 和交互语言学 (IL) 的共享理论和方法框架，并在以前的工作的基础上，该研究检查了完成整体教学的信息搜索序列的语言设计。重点是寻求事实信息的教师问题，问题中体现的“已知”类型，以及它们引起的学生反应的行动类型和语言设计。研究结果表明，虽然在信息搜索序列中为二语学习者提供了大量参与机会，但序列的语言质量相当有限，因为问题主要是为了产生一个单词或多词短语而设计的。这些发现表明，学习者发展 L2 位置敏感语法的可能途径可以从他们对这些序列的扩展参与中获得也是有限的。对于二语教师教育，诸如此类的研究可以增强教师对课堂输入与学习者发展二语语法之间联系的理解，以及教师自身在设计二语课堂环境的语言输入方面所起的关键作用。