Learner-initiated grammar explanations in L2 French classroom interaction

Abstract Adopting a conversation analysis approach to classroom interaction, this study investigates how learners spontaneously provide grammar explanations without prior solicitation from the teacher. While previous research has primarily focused on teachers’ explanatory practices, this article analyses learner-initiated explanations and teacher responses to these explanations, in order to provide a more comprehensive overview of explanatory practices in the classroom. The study draws on 50 hours of video-recorded interactions in a beginner-level second language (L2) French classroom with eight adult learners in Switzerland. The analysis shows that learners deploy a range of multimodal resources to deliver their explanations, including syntax, prosody and embodied actions. In particular, they formulate topic-related assertions, thereby displaying linguistic expertise and challenging knowledge asymmetries in the classroom. These findings contribute to a deeper understanding of learner initiatives in the L2 classroom and shed light on the specific dynamics of participation in language classes for beginner-level adult learners.