Topic Negotiation in Peer Group Oral Assessment Situations: A Conversation Analytic Approach

Gan, Zhengdong; Davison, Chris; Hamp‐Lyons, Liz

doi:10.1093/applin/amn035

Cited by 51 publications

(31 citation statements)

References 28 publications

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“…The importance of topic management as an essential component of IC is consistent with the findings in both rater studies (Ducasse & Brown, 2009;May, 2011;Orr, 2002) and CA analyses (Galaczi, 2014;Gan et al, 2009;Lam, 2018;May, 2009;Nakatsuhara, 2013). The results of the current study can also be related to the progression of IC skills shown in Galaczi (2014), where it was demonstrated that test-takers at the lower CEFR levels mainly developed their own topics and rarely contributed to the development of their partner's ideas.…”

Section: Topic Development Movessupporting

confidence: 88%

“…The operationalization of IC in paired/group speaking tests has been investigated from two main perspectives in the L2 assessment literature; (1) through discourse-based studies of test-taker interaction and (2) through rater orientation studies. Discourse-based studies using conversation analytic (CA) methodology (e.g., Galaczi, 2008Galaczi, , 2014Gan, 2010;Gan, Davison, & Hamp-Lyons, 2009;Lam, 2018;Nakatsuhara, 2013) have contributed to a more fine-tuned description of IC. Some common interactional features investigated are:…”

mentioning

confidence: 99%

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Assessing interactional skills in a paired speaking test

Borger¹

2019

Apples

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The operationalization of interactional competence (IC) within the paired speaking test format allows for a range of interactional skills to be tested. However, in terms of assessment, challenges are posed with regard to the co-constructed nature of IC, making investigations into raters' perceptions of the construct essential to inform test score interpretation. This qualitative study explores features of IC that raters attended to as they evaluated performances in a paired speaking test, part of a Swedish national test of English as a Foreign Language (EFL). Two groups of raters, 17 EFL teachers from Sweden, using national standards based on the Common European Framework of Reference for Languages (CEFR), and 14 raters from Finland and Spain, using CEFR scales, rated six audio-recorded paired performances, and provided written comments to explain their scores and account for salient features. The findings of the content analysis indicate that raters attended to th ree main interactional resources: topic development moves, turn-taking management, and interactive listening strategies. As part of the decision -making process, raters also considered the impact of test-takers' interactional roles and how candidates' performances were interrelated. In the paper, interaction strategies that were perceived as more or less successful by raters are highlighted. The findings have implications for our understanding of raters' operationalization of IC in the context of paired speaking tests, and for the development of rating scales and guidelines that reflect the social dimensions of the construct.

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Section: Topic Development Movessupporting

confidence: 88%

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confidence: 99%

Assessing interactional skills in a paired speaking test

Borger¹

2019

Apples

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“…Además, como señalan Sert y Seedhouse (2011), desconocemos las características propias de las interacciones orales que se generan en actividades de evaluación. Por ello, en los últimos años han proliferado las investigaciones que analizan algunas de las características que componen la competencia interaccional en contextos de evaluación de la interacción oral, como el análisis de la gestión de turnos, de temas y de elementos de escucha activa en diferentes niveles de competencia lingüística (Galaczi, 2014), la negociación de temas (Gan, Davison y Hamp-Lyons, 2009) o las identidades y asimetrías en la evaluación en interacciones entre docente y estudiante (Batlle Rodríguez y Franco Cordón, 2015). Estas investigaciones señalan que resulta relevante observar cómo en la interacción se producen mecanismos y características mediante los cuales podemos percibir que se trata de una interacción realizada en un contexto de evaluación.…”

Section: La Reparación En El Aula De Leunclassified

“…Sin embargo, cuando los estudiantes interactúan entre ellos para realizar una tarea, deben distribuir de forma autónoma su participación, elegir las herramientas para llevarla a cabo y construir de forma conjunta el sentido de la interacción (Breen, 1989). Es decir, pese a no tratarse de conversaciones espontáneas debido al objetivo pedagógico subyacente, se ha observado que presentan algunas características propias de la conversación, como son la gestión de turnos de habla, la gestión de temas o las reparaciones (Fisher, 1997;Gan et al, 2009), y ofrecen a los estudiantes la oportunidad de practicar estructuras, recursos y acciones que les pueden resultar necesarios en las interacciones fuera del aula.…”

Section: Contexto De Recogida De Datos Y Participantesunclassified

La reparación en la interacción oral de estudiantes de ELE: comparación entre interacciones de práctica en el aula e interacciones en contextos de evaluación

Ortega

2017

Pragmática Sociocultural / Sociocultural Pragmatics

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Based on the concept of interactional competence (Hellermann, 2008; Seedhouse, 2004; Walsh, 2011; Young, 2008), our study analyzes how learners of Spanish as a foreign language in a B2 level manage repair in oral interaction in language classrooms. We understand repair as “the treatment of trouble in talk-in-interaction” (Young, 2008, p. 49). A corpus of eleven interactions between students in the classroom is analyzed through the perspective of Conversation Analysis. The interactions were collected in different kinds of tasks in the language classroom. In our analysis we compare interactions produced in practice activities and interactions collected during assessment. The findings in this study show a tendency to manage repair in classroom oral interaction as it would be done in normal conversation. Regarding the different contexts of our corpus, we observe that, in interactions produced in assessment contexts, speakers try to protect their interlocutor’s face and their own face by avoiding to make repairs.

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“…Research on secondary students' speech, although limited in comparison with tertiary research, suggests topical transitions are used by ESL students (Gan, Davison, & Hamp‐Lyons , ) and language minority students in mainstream courses (Bunch, ). However, Bunch () found that student groups varied by how they employed frame markers, with most using okay to signal topical changes and fewer using more explicit markers (e.g., but first we answered the questions; p. 97).…”

Section: Metadiscoursementioning

confidence: 99%

“But Before I Go to My Next Step”: A Longitudinal Study of Adolescent English Language Learners' Transitional Devices in Oral Presentations

2013

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This multiple case study examines patterns in the oral second language use of three Spanish-speaking English language learners in rehearsed presentations produced annually over 4 years (Grades 9-12) in a U.S. high school. Analysis focuses on students' changing use of transitional devices called frame markers (Hyland, 2005) as a lens for understanding language used by school-aged immigrant students in academic settings, the nature of classroom presentations, and the role of a range of contextual factors from a longitudinal perspective. Students produced relatively complex structures to mark transitions, even at early proficiency levels, likely due to opportunities for rehearsal and use of supporting written texts. Despite notable commonalities, students took varied paths in language use, responding individually to presentational environments. Such findings provide evidence that both context and individual variation contribute to oral second language use in school settings and provide a rationale for research that attends to academic and presentational settings in which students produce oral language.

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Topic Negotiation in Peer Group Oral Assessment Situations: A Conversation Analytic Approach

Cited by 51 publications

References 28 publications

Assessing interactional skills in a paired speaking test

Assessing interactional skills in a paired speaking test

La reparación en la interacción oral de estudiantes de ELE: comparación entre interacciones de práctica en el aula e interacciones en contextos de evaluación

“But Before I Go to My Next Step”: A Longitudinal Study of Adolescent English Language Learners' Transitional Devices in Oral Presentations

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