10.17192/ziaf.2023.3.1.8569 Konzett-Firth, Carmen Carmen Konzett-Firth L2-Interaktionskompetenz im Französischunterricht Eine longitudinale Perspektive auf Lernen und Lehren Zeitschrift für Interaktionsforschung in DaFZ : Vol 3 No 1 (2023) Philipps-Universität Marburg 2023 learning and teaching Sprachentwicklung French language development Lehr-Lern-Kontext Interaktionskompetenz interactional competence Französisch foreign language teaching Fremdsprachenunterricht 2023-12-18 2023-12-18 de JournalArticle https://journals.uni-marburg.de/0009/2023/310/8569 urn:nbn:de:hebis:04-0009-2023-310-85697 https://doi.org/10.17192/ziaf.2023.3.1 https://journals.uni-marburg.de/0009/2023/310/8569/8569.png 2750-249X application/pdf video/mp4 https://creativecommons.org/licenses/by-nc/4.0/ This paper sheds light on the teaching and learning of foreign language interactional competence in school classrooms. Examples from a longitudinal research project on French language classes illustrate how students’ L2 interactional competence changes and develops over several years, looking at both plenary teacher-student talk and peer interactions. The conversation analytic longitudinal video study FRAISE (French in Interaction at School) not only gives insights into the developmental path of learners regarding specific aspects of their L2 interactional competence but also provides an overall picture of the teaching and learning potentials of different interactional formats in foreign language teaching. Based on cumulative evidence from FRAISE and from other current L2-IC research, the paper will suggest a few orientations for the organization of classroom teaching and learning. 2750-249X Zeitschrift für Interaktionsforschung in DaFZ Vol 3 No 1 (2023)