Speaking in Turns and Sequences: Interactional Competence as a Target Construct in Testing Speaking

Autor/inn/en	Roever, Carsten; Kasper, Gabriele
Titel	Speaking in Turns and Sequences: Interactional Competence as a Target Construct in Testing Speaking
Quelle	In: Language Testing, 35 (2018) 3, S.331-355 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Roever, Carsten)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0265-5322
DOI	10.1177/0265532218758128
Schlagwörter	Language Tests; Testing; Second Language Learning; Language Proficiency; Oral Language; Test Validity; Psycholinguistics; Communicative Competence (Languages); Interaction; Pragmatics; Evaluators; Speech Communication; Interviews + Suchen Sie Ihr Suchwort? Language test; Sprachtest; Testdurchführung; Testen; Zweitsprachenerwerb; Language skill; Language skills; Sprachkompetenz; Oral interpretation; Mündlicher Sprachgebrauch; Testvalidität; Psycholinguistik; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Interaktion; Pragmalinguistik; Interviewing; Interviewtechnik
Abstract	In the assessment of speaking, a psycholinguistically based speaking construct has predominated. In this paper, we argue for the integration of the construct of interactional competence (IC) in speaking assessments to broaden the range of defensible inferences from speaking tests. IC emphasizes the co-constructed nature of interaction and enables the rating of L2 users' ability to deploy interactional tools that lead to shared understandings. Recent work on IC shows that levels of development can be distinguished, for example, in the sequential organization of social actions such as requests and refusals. This can in turn inform interactionally specific ratings. Furthermore, an IC perspective allows a fine-grained analysis of interactions between examiners and test takers to detect effects of examiner talk. Apparent misunderstandings or disfluencies by test takers can be examiner-induced with the test taker's response actually demonstrating interactional ability rather than lack of proficiency. We argue that inclusion of IC as a construct in testing speaking opens new perspectives on oral proficiency and enhances the validity of speaking assessments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01