Abstract
Topic management plays a crucial role in the smooth and coherent flow of natural conversations, particularly in second language (L2) interactions where learners must navigate not only linguistic forms but also complex interactional structures. This study examines the interactional practices and sequential structures deployed by Chinese L2 learners across three proficiency levels to initiate, develop, change, and close a topic in informal occurring conversation. Drawing on the methodology of Conversation Analysis (CA), the research focuses on how learners utilize specific linguistic and interactional resources—such as preliminary actions, the [formulation + confirmation-seeking marker] format, and content-marked closures—to manage topic progressivity and mark topic boundaries. Findings reveal systematic differences in the frequency, complexity, and sequential placement of these practices across proficiency levels. Higher-level learners demonstrate a greater ability to collaboratively sustain topic development, prepare for disjunctive transitions, and manage topic closures with nuanced, recipient-oriented strategies. In contrast, low-level learners tend to adopt more direct, speaker-centered approaches. These interactional differences reflect varying degrees of L2 interactional competence and point to the developmental nature of topic management skills. The study offers pedagogical implications by identifying teachable practices that contribute to conversational coherence and social alignment. It also contributes to our understanding of how L2 learners mobilize familiar linguistic resources more sophisticatedly to fulfill interactional goals.
Keywords:
Conversation Analysis, Interactional Practices, L2 Interactional Competence, Natural Conversation, Topic ManagementReferences
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Copyright & License
This work is licensed under a Creative Commons Attribution 4.0 International License.