Co-Constructed Interaction in a Paired Speaking Test: The Rater's Perspective

Autor/in	May, Lyn
Titel	Co-Constructed Interaction in a Paired Speaking Test: The Rater's Perspective
Quelle	In: Language Testing, 26 (2009) 3, S.397-421 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0265-5322
DOI	10.1177/0265532209104668
Schlagwörter	Oral Language; Language Proficiency; Evaluators; Language Tests; Group Testing; Discourse Analysis; Interaction; Scores; Asians; English for Academic Purposes; Second Language Learning; English (Second Language); Rating Scales; Language Fluency; Grammar + Suchen Sie Ihr Suchwort? Oral interpretation; Mündlicher Sprachgebrauch; Language skill; Language skills; Sprachkompetenz; Language test; Sprachtest; Gruppentest; Diskursanalyse; Interaktion; Asian; Asiat; Asiatin; Asiaten; Asiate; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Rating-Skala; Grammatik
Abstract	The definition and operationalization of interactional competence in speaking tests that entail co-construction of discourse is an area of language testing requiring further research. This article explores the reactions of four trained raters to paired candidates who oriented to asymmetric patterns of interaction in a discussion task. Through an analysis of candidate discourse combined with rater notes, stimulated verbal recalls, rater discussions and scores awarded for interactional effectiveness, the article examines the extent to which raters compensate or penalize candidates for their role in co-constructing asymmetric interactional patterns. The article argues that key features of the interaction are perceived by the raters as mutual achievements, and it further suggests that the awarding of shared scores for interactional competence is one way of acknowledging the inherently co-constructed nature of interaction in a paired speaking test. (Contains 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10