Don't Turn a Deaf Ear: A Case for Assessing Interactive Listening

Autor/in	Lam, Daniel M. K.
Titel	Don't Turn a Deaf Ear: A Case for Assessing Interactive Listening
Quelle	In: Applied Linguistics, 42 (2021) 4, S.740-764 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-6001
DOI	10.1093/applin/amaa064
Schlagwörter	Listening; Interaction; Interpersonal Communication; Responses; Cooperation; Speech Communication; Listening Comprehension Tests; Speech Tests; Listening Skills + Suchen Sie Ihr Suchwort? Hörvorgang; Zuhören; Interaktion; Interpersonale Kommunikation; Co-operation; Kooperation; Hörverstehensübung; Sprechtest
Abstract	The reciprocal nature of spoken interaction means that participants constantly alternate between speaker and listener roles. However, listener or recipient actions--also known as interactive listening (IL)--are somewhat underrepresented in language tests. In conventional listening tests, they are not directly assessed. In speaking tests, they have often been overshadowed by an emphasis on production features or subsumed under broader constructs such as interactional competence. This article is an effort to represent the rich IL phenomena that can be found in peer interactive speaking assessments, where the candidate-candidate format and discussion task offer opportunities to elicit and assess IL. Taking a close look at candidate discourse and nonverbal actions through a conversation analytic approach, the analysis focuses on three IL features: (1) "listenership displays"; (2) "contingent responses"; and (3) "collaborative completions," and unpacks their relative strength in evidencing listener understanding. This article concludes by making a case for revisiting the role of IL, calling for more explicit inclusion of IL in L2 assessment as well as pedagogy. (As Provided).
Anmerkungen	Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail: jnls.cust.serv@oxfordjournals.org; Web site: http://applij.oxfordjournals.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01