L2 ‘flourishing’ through classroom interaction. Evidence from an Italian L2 classroom.

Abstract Summary

Abstract :

Studies detailing how learning a second language (L2) can contribute to students’ wellbeing are welcome in a tertiary education system in which the incidence of anxiety and/or depression is high (e.g. Bitsika and Sahrpley, 2012) and the study of languages is constantly under the threat of budget cuts and a still pervasive monolingual mindset. While the concept of Foreign language enjoyment is generally accepted, further empirical investigation is needed (Dewaele and MacIntyre, 2016) to fully grasp this phenomenon and its possible implications.







This paper presents some preliminary results of a micro-longitudinal mixed methods research project that explores Italian L2 learners’ “flourishing”, i.e. the “students’ psychological, emotional and social wellbeing” (Rubino, Strambi and Tudini, 2017; Keyes, 2002). The project combines the fine-grained examination of classroom interaction, using Conversation Analysis, with a Positive Psychology-informed survey­based monitoring of students’ emotions.







This novel approach aims to provide significant insight into the students’ involvement in the use of the L2 in the classroom. Specifically, this project seeks to uncover a) how L2 interactional competence (Hall, Hellerman & Doheler, 2011) emerges in and through the use of L2 in the classroom (e.g. through reparative practices), and b) how students feel about being involved in L2 interaction in the classroom, e.g. how they report on their confidence, comfort, motivation and ability to participate. The collection of data at various points in time enables the micro-longitudinal observation of both a) and b) over two semesters, offering a “map” of how a particular cohort of university students flourish in their Italian L2 learning, while also providing useful empirical data for L2 teacher training intervention.