Development of L2 interactional resource in pragmatics instruction: Use of Japanese interactional particle ne in assessment activity

The present study examined the development of interactional competence (IC) by JFL learners in an explicitly instructed setting, focusing on their use of a Japanese interactional particle ne in spontaneous conversation with NS classroom guests. More specifically, the study explores the impact of pragmatics instruction on the learners’ change in participation in assessment activity (Goodwin 1986) using ne in conversation. The instruction, incorporating metapragmatic discussion of the interactional functions of ne and recurrent conversation opportunities with NS classroom guests, was implemented in a third semester beginning Japanese class for one semester. The study focuses on learners’ appropriation of ne in ways that are consistent with the instructional content, and that potentially extend beyond it in terms of form, function, and activity-relevant participation. Qualitative analyses revealed greater evidence of interactional competence through the contingent use of ne in different sequential positions (follow-up and initial ne), while there was a difference in developmental trajectory between the contextual understandings and actual use of ne among individual learners. The findings suggest a critical role of explicit pragmatics instruction in learners’ metapragmatic development and use of ne as an index of interactional competence for the creation of alignment and intersubjectivity between participants in interaction.