摘要：Technology-mediated task settings are rich interactional domains in which second language (L2) learnersmanage a multitude of interactional resources for task accomplishment. The affordances of these settingshave been repeatedly addressed in computer-assisted language learning (CALL) literature mainly basedon theory-informed task design principles oriented to the elicitation of structured learning outcomes.However, such focus on design and outcome has left unexplored the great diversity of emergentinteractional resources that learners deploy in situ. With this in mind, and using conversation analysis (CA)as the research methodology, this study sets out to describe the task engagement processes of L2 learnerswho collaboratively engage in online tasks. A close look into screen-recorded interactions ofgeographically dispersed participants shows that they orient to numerous context-specific interactionalresources, which also locates a process-oriented interactional development site for further examination.To this end, the study presents a longitudinal conversation analytic treatment of a focal participant’scontext-specific interactional behaviors. The findings explicate the emergence and diversification ofinteractional resources, thus evidencing task-induced development of L2 interactional competence (IC). Byproviding participant-oriented, situated, qualitative insights into interactional development in and throughonline task-oriented L2 interactions, the study contributes to CALL, task design, and L2 IC based onmethodological underpinnings of CA.
