ABSTRACT
Since the 1990s, much research in second language (L2) learning and testing (including L2 pragmatics learning and testing) has focused on the dynamic and dialogic aspects of L2 use. Researchers have used Kramsch’s (1986) term interactional competence (IC) to describe many of those aspects, but there is little agreement among researchers as to which of those dynamic and dialogic aspects to include under the IC umbrella. Some researchers have described interaction using conversation analysis, while others have highlighted the intersubjective nature of interaction. Some cultural theorists have identified IC with intercultural competence, emphasizing how formal schooling of minorities may require teachers and pupils to recognize different interactional competences. Many researchers have described how IC develops in L2, and still others have developed procedures for assessing IC informally in the classroom as well as with formal language tests.
