František Tůma

This article examines how second language (L2) interactional competence is manifested in students’ use of “and”‐prefaced turns when doing meaning‐focused oral tasks in pairs and small groups. Drawing on video recordings from English‐as‐a‐foreign‐language upper‐secondary classes recorded in Czechia and Finland, 86 sequences involving “and”‐prefaced turns were scrutinized using multimodal conversation analysis, focusing on language, gaze, and material resources. The findings suggest that by producing “and”‐prefaced turns, students orient to task progression. These turns have two functions: task managerial and contribution to the emerging task answer. By using task‐managerial “and”‐prefaced turns, the current speaker invites another student to participate, while in “and”‐prefaced contributions to the task answer, a participant adds to, generalizes, or modifies the previous task answer. The analysis shows that students mobilized their L2 interactional competence in producing “and”‐prefaced turns in close coordination with embodied resources and with respect to the spatio‐material surroundings and the nature of the task. These findings contribute to the multimodal reconceptualization of the grammar–body interface and research on turn‐initial particles within L2 interactional competence.