An investigation of one L2 learner’s reflection on language used in conversational interaction
'Winning the TEFL Dissertation Prize did surprise me, even though I have once imagined and hoped that I could win the prize. I indeed worked hard and spent a large amount of time on my work. I'm really happy to see my efforts have gained recognition from others. I would like to thank my participant, my supervisor, and all the other teachers who have helped me make progress during this particular year. Your encouragement will definitely inspire me to continue the academic career in the future.'
L2 learning through interaction has been a flourishing research area for many years. However, few researchers have focused on L2 learners’ reflection on language use as their initial efforts when they learn L2 through interaction. This study was designed to investigate one L2 learner’s reflection on language used in conversational interaction, aiming to draw people’s attention to the potential roles of reflection in facilitating L2 learning through interaction. A qualitative single case study was conducted with participant diary and diary-based interview as the main research methods to answer three research questions. The participant was a Japanese girl who was studying in the UK and learning English as her L2. My understanding of the participant’s reflection was mostly built up through thematic analysis of her diaries. The analysis showed that reflection is potential of assisting L2 learners to identify the gaps in their interlanguage and guiding their further learning and practice. The findings suggested that L2 learners could learn through reflection on language used in conversational interaction, by paying more attention to the input and feedbacks from the interlocutors, their own difficulties in output and instinctive feelings. This study offered a new lens on accounting for L2 learning through interaction from the perspective of learners‟ reflection on language use.