Establishing recipiency in divergent L2 contexts of classroom interaction: A conversation analysis

Establishing recipiency, an indispensable ingredient and manifestation of sustaining intersubjectivity, constitutes the continuous monitoring of an ongoing turn in an interaction. The present study intended to describe how interactants attending a freshman common course in an Ethiopian university elicit and display recipiency in instances of Divergent L2 contexts exhibiting DIUs. Naturally occurring video-recorded classroom interactions of the purposively selected interactants have been analyzed in light of the Conversation Analytic framework to show how interactants elicit and display recipiency. By deploying reactive tokens, incipient speakers negotiate their rights to shape and reshape trajectories of an ongoing thereby displaying recipiency. This contributes to a better understanding of how interactures, in this case the establishment of intersubjectivity and L2 contexts, interplay and unfold in moments of DIUs. Also, viewing interactants as incipient speakers, and thereby articulating turns in view of recipients is a condition for sustaining intersubjectivity through active engagement. This requires upholding unwavering belief about recipients' stake in an interactional exchange. Practically, being attentive to recipients' states in the different trajectories of interactional development, especially, in moments of divergent L2 contexts that exhibit DIUs, would be illuminating. This is because the use of resources to elicit and display recipiency and thereby consider incipient speakers' levels of recipiency, on the part of floor-holding speaker, would enhance possibilities for intersubjectivity.