Research into L2 interaction has uncovered formal and functional patterns that are different from monolingual data. These patterns, however, do not explicate what nonnative speakers do to make sense of each other in interaction. This sense-making can be captured by tracing how speakers produce an appropriate next turn on time (Moerman & Sacks, 1971/1988) as the next turn projects what the prior turn means, what it calls for or what it implicates.
SLA literature has relegated these sense-making practices into a matter of overcoming comprehension problems (Gass, 2013: Long, 2007). If we follow sequential analyses (Hellermann, 2015: Wong & Waring, 2010), however, sense-making practices are much more prominent and regular in second language interaction. Particularly notable is how L2 is often used as an interpretive resource by nonnative speakers in their endeavor to make sense of each other in interactional exchange. Based on interactional exchanges in EFL classrooms, the present study pulls into view how nonnative speakers make use of L2 as they determine speakership, recognize meaning, uncover assumption and even question relevance. This use of L2 for sense-making tasks is not readily seen in monolingual data sets; therefore, it can constitute the baseline data for L2 interaction study.