ABSTRACT
In the previous chapter, I demonstrated how a conversation-analytic methodology can be used to document whether, when, and how learners could successfully co-construct learning, at least in the short term. In this chapter, use exactly the same emic, collection-based methodology to investigate the conversational behaviors of a different group of students. These learners, who were enrolled at the same university, engaged in similar classroom tasks to those described in chapter 7 and also produced thematically related definition sequences that are similar to those produced by L10 and her interlocutors. In other words, the data in this chapter replicate rather closely the data described in the previous chapter.
