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Abstract
The terms interactional competence and learning are discussed in the context of recent research in the areas of cognitive science and ethnomethodological conversation analysis studies of language learning. Two data excerpts from a longitudinal case study of a beginning learner of English are presented to illustrate (1) the difficulty of representing language learning using structural linguistic representations and (2) evidence of language learning as at-that-time appropriate embodied interaction.
Acknowledgements
Some of the ideas for this paper were first presented at the ICOP conference in Neuchâtel, Switzerland, January 2017. I would like to thank Alan Zemel, Steve Thorne, Simona Pekarek Doehler and Søren Eskildsen for contributing some of the ideas in this paper. They are not responsible for any of the infelicities or weak argumentation herein.