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Applied Linguistics 2002 23(3):323-347; doi:10.1093/applin/23.3.323
© 2002 by Oxford University Press
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Task Design, Plan, and Development of Talk-in-Interaction: An Analysis of a Small Group Activity in a Japanese Language Classroom

Junko Mori1

1 University of Wisconsin-Madison

Using the methodological framework of ‘conversation analysis’ as a central tool of analysis, this paper examines the sequential development of talk-in-interaction observed in a small group activity in a Japanese language classroom. While the group work was designed to have students engage in a discussion with native speakers invited to the class, the resulting interaction ended up becoming rather like a structured interview with successive exchanges of the students' questions and the native speaker's answers. How did the instructional design affect the ways in which they developed their talk? And conversely, how did the development of talk demonstrate the participants' orientation to the institutionalized nature of talk? This study explores the relationship among the task instruction, the students' reaction to the instruction during their pre-task planning, and the actual development of the talk with the native speakers. The students' planning tended to focus on the content of discussion, compiling a list of sequence-initiating actions, in particular, questions. While the plans contributed to the development of the talk, the episode reveals that a more natural and coherent discussion was afforded by the students' production of spontaneous utterances and attention to the contingent development of talk.

Revised December 2001.


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