Observational study of university students' interactional competence: Short-time and longitudinal study

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Using the framework of Conversation Analysis, this study examined university students' interactional competence during discussion tasks that simulate real-world business negotiations. The data analyzed for this study came from approximately 160 hours of video-recorded English classroom interaction in small-group discussion tasks collected over three years. The analysis demonstrated that (a) the students displayed their interactional competence in English through the deployment of various verbal and nonverbal resources, (b) providing students with this kind of discussion task may create conditions for routinizing language use that can be applicable outside the classroom, (c) the MEXT policy has begun to be reflected in students' interactional competence, and (d) the Conversation Analysis method is crucial for elucidating the second language speakers' interactional competence as well as examining the degree of students' actual implementation of the government's language policies.