Contingencies of Extended Response‐Pursuit Practices in L2 Listening Classroom Interaction

Abstract

Student participation in L2 classroom interaction is paramount in foreign language learning, yet teachers often encounter silence after posing questions. When student contributions are minimal or absent, teachers deploy response‐pursuit practices to maintain pedagogical progressivity. Although there exists a significant amount of research highlighting the importance of response‐pursuit practices, to our best knowledge, there still exists a gap in terms of how and when extended response‐pursuit practices may or may not culminate in student responses. Thus, using multimodal conversation analysis, we aim to bridge this gap by documenting how and to what extent extended response‐pursuit practices may trigger student participation in an EFL listening classroom, a context relatively underexamined from a micro‐analytic perspective. The data consist of 41 hours of video‐recorded EFL classroom interaction in higher education. This study holds significant potential for advancing our understanding of the contingencies of response‐pursuit moves in an L2 listening classroom interaction and provides implications for Classroom Interactional Competence (CIC) and L2 teacher education.