Taking French interactional style into the classroom

It is well known that different interactional styles can lead to pragmatic failure between speakers of different languages, often resulting in negative stereotyping. Even for highly competent second language speakers, misunderstandings can occur, since pragmatic values are so culturally embedded that speakers are generally unaware of them. In order to communicate effectively in the L2 therefore, pragmatic competence and interactional style must figure explicitly as part of second language learning and teaching. This article illustrates how authentic data can be exploited in the French language classroom to raise awareness of and teach aspects of French interactional style such as rencherir, interruptions, overlaps and disagreements, and encourage discussion of the cultural values behind them. Using the frameworks of Conversational Analysis and interactional sociolinguistics and the approaches outlined in Barraja-Rohan (2000) and Liddicoat (2008), this article provides ideas for using extracts of authentic conversations in classroom activities and assessment to promote pragmatic awareness, and interactional and intercultural competence