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This study provides an empirical analysis of conflict talk among second language learners, focusing on the opening aspects of conflict talk sequences, specifically the short sequences between an arguable and initial opposition. Data is based on 178 hours of small group discussions video-recorded in Japanese university English classes. Analysis revealed: (a) repetitions and  why -type questions directly following an initial speaker’s claim were likely to adumbrate upcoming oppositions, (b) when a questioning repeat failed to elicit an account for the original speaker’s claim, the potential opposer explicitly pursued an account for the claim with a  why -type question, (c) a major action these repeats and  why -type questions performed was to call for speakers of potential arguables to provide sufficient accounts for their claims. The findings contribute to research on argumentative talk in classrooms by extending analysis beyond adjacent turns, by highlighting the resources of repetitions and  why -type questions that speakers deploy to adumbrate oppositions, and by explicating the details of second language learner talk in peer discussions.

Prefacing opposition: Resources for adumbrating conflict talk in second language peer discussions