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This study investigates interactional moves of Japanese EFL learners and how they modify their oral output differently depending on whether their interlocutor is a peer or a native speaker (NS). By employing retrospective stimulated recall methodology, this study also explores the participants’ perceptions which arguably determined their interaction patterns during a communicative task. Participants were eight Japanese first-year university students and four NSs of English. Conversations of eight learner-NS dyads and four learner-learner dyads (six hours in total) were audiotaped, transcribed, and then statistically analyzed. Learners were interviewed two days after task completion. Results revealed that learners interacted in significantly different ways depending on whom they interacted with. Integrating the introspection data from stimulated recall sessions, this study provides social and cultural perspectives to the research field of interaction; specifically, social relationships have significant influences on interaction patterns.

Social Relationships in Conversational Interaction: Comparison of Learner-Learner and Learner-NS Dyads