"Are You into Beer Pong?" Exploring Question-Answer Sequences in an L2 Oral Performance Assessment

Autor/inn/en	Timpe-Laughlin, Veronika; Park, Innhwa
Titel	"Are You into Beer Pong?" Exploring Question-Answer Sequences in an L2 Oral Performance Assessment
Quelle	In: Language Assessment Quarterly, 16 (2019) 1, S.21-38 (18 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Timpe-Laughlin, Veronika)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1543-4303
DOI	10.1080/15434303.2019.1609964
Schlagwörter	Second Language Learning; Second Language Instruction; English (Second Language); North American English; Language Tests; Audio Equipment; Role Playing; Intercultural Communication; Questioning Techniques; Responses; Discourse Analysis; Oral Language; Test Construction; Undergraduate Students; Study Abroad; Foreign Countries; Interpersonal Communication; Communicative Competence (Languages); Error Correction; Germany + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Amerikanisches Englisch; Language test; Sprachtest; Audio-CD; Rollenspiel; Interkulturelle Kommunikation; Befragungstechnik; Fragetechnik; Diskursanalyse; Oral interpretation; Mündlicher Sprachgebrauch; Testaufbau; Studies abroad; Auslandsstudium; Ausland; Interpersonale Kommunikation; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Korrektur; Deutschland
Abstract	Despite the frequent occurrence of yes/no questions in naturalistic talk-in-interaction, there is widespread concern that yes/no questions only allow predetermined answers and limit L2 learners' performance in language assessment contexts. Drawing upon audio-recordings of role-play conversations between an L1 American English speaker and 104 L2 English learners, we use conversation analysis to examine how L2 learners respond to yes/no questions in an oral performance assessment. The analysis was guided by the following research questions: (a) How do L2 English learners respond to a yes/no interrogative in a role-play assessment context? (b) How do L2 English learners' different responses lead to distinct sequences of conversational turns? In our analysis we show that yes/no interrogatives elicit a range of responses (e.g., repair initiation, type-conforming responses, non-type-conforming responses) that result in negotiation of meaning between participants. While turn design and sequence organization features we observed largely align with the existing literature on naturally occurring conversations, we also discuss deviant cases that provide insights into L2 learner discourse. Moreover, we discuss the findings in terms of implications for L2 assessment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01