A Qualitative Exploration of L2 Learners’ Complex, Dynamic Development of Interactional Repertoires Through Recursive Conversations

Several small-group studies have shown that a Complex Dynamical Systems Theory (CDST) perspective can provide new and unique insights into L2 development, particularly regarding changing patterns of language use. This qualitative case study aims to add to the literature by examining the possible links between the usage of the CDST-based classroom practice of recursive conversations in the L2 classroom and learners’ dynamic development of interactional repertoires. A single L2 learner of English was recorded during her weekly classroom conversations with peers, which were then transcribed and analyzed for patterns of use of taught conversation strategies. Using a combination of descriptive data and conversation analysis, the findings showed that individual strategies tended to suddenly show heavy use, then later reduced usage as they became a normal part of the learner’s repertoire. However, repair strategies were used sparingly throughout. These findings indicate that L2 educators may be better served by being focused on the development of non-repair strategies in the classroom.