Interactional Features of L2 Pragmatic Interaction in Role‐Play Speaking Assessment
Bibliographic Data
| ID | 10816956 |
|---|---|
| Authors | Soo Jung Youn (0000-0001-6918-9399, Northern Arizona University Flagstaff Arizona United States, corresponding author) |
| Year | 2020 |
| Volume | 54 |
| Issue | 1 |
| Pages | 201-233 |
| Publication date | 2020-03-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | TESOL Quarterly (JOURNAL) |
| Journal identifiers | ISSN: 0039-8322 • E-ISSN: 1545-7249 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/tesq.542 |
| OpenAlex | W2980843811 |
| Language | EN |
| Citations received | 15 |
| References cited | 54 |
This study explicates the nature of second language (L2) pragmatic interaction focusing on the quantitative function of interactional features. A relationship between the fine‐grained interactional features elicited from learners’ role‐play performances at varying levels and trained raters’ scores was investigated. The corpus of 102 learners’ role‐play performances was transcribed turn by turn and analyzed qualitatively to identify recurrent interactional phenomena, which formed the basis of data‐driven coding schemes that are grounded in conversation analysis. Three levels of interactional features —length of interaction , engaging with interaction , and sequential organizations —were coded. The coded data were extracted using the CLAN program and analyzed quantitatively to examine what interactional features distinguished among varying performance levels. The linear regression analysis indicated that the combination of nine significant interactional features accounted for 74.7% of the variance in the raters’ scores. The discriminant function analysis revealed that the interactional features elicited from the role‐plays that involve formal pragmatic functions were important variables in distinguishing among the performance levels. This study confirms that the interactional features deserve a prominent place in defining L2 pragmatic interaction. The author discusses practical implications for teaching and assessing interactive pragmatic performance, as well as methodological issues underlying quantifying spoken interaction
Clan · Coding (social sciences) · Cognitive psychology · Conversation · Conversation analysis · Discriminant function analysis · Function (biology) · Linguistics · Social relation · Sociology · Communication · Computer Science · EFL/ESL Teaching and Learning · Language, Discourse, Communication Strategies · Language, Metaphor, and Cognition · Psychology · Social Psychology
Considerations in assessing pragmatic appropriateness in spoken language
Discourse Analysis in Language Assessment
Pragmatic variables in role-play design for the context validity of assessing interactional competence
Enhancing Thai EFL learners' conversation skills through the CA-T Model
Competition or synergy? Effects of task complexity and social demand on EFL learners’ interactional pragmatic performance
Conversation Analysis in Tesol Research
Task Variation, Language Production, and Learning Outcomes in Task‐Based Language Teaching Research
Exploring interactional competence of English-medium-instruction students
Humour Integrated Language Learning (Hill)
Data collection methods applied in studies in the journal Intercultural Pragmatics (2004–2020)
Comparing two formats of data-driven rating scales for classroom assessment of pragmatic performance with roleplays
Measuring Interactional Competence in a Japanese University EFL Speaking Context
English-medium-instruction students’ interactional competence
Creating Obstacles to Progressivity
Human‐ versus artificial intelligence‐delivered roleplay tasks for assessing interactional competence
Longitudinal Research on the Organization of Social Interaction
Structures of Social Action
Discourse Markers in Native and Non-native English Discourse
L2 Interactional Competence and Development
Communicative Competence
Facets of Speaking Proficiency
Sequence Organization in Interaction
The Interactional Organization of Academic Talk
Measuring spoken language
Interactional Competence across Proficiency Levels
Proficiency and Sequential Organization of L2 Requests
L2 Interactional Competence as Increased Ability for Context-sensitive Conduct
Assessed Levels of Second Language Speaking Proficiency
Towards an Organic Approach to Investigating CAF in Instructed SLA
'Interaction' in second language performance assessment
What makes speech sound fluent? The contributions of pauses, speed and repairs
Managing proposal sequences in role-play assessment
Are two heads better than one? Pair work in L2 assessment contexts
Validity argument for assessing L2 pragmatics in interaction using mixed methods
Testing of second language pragmatics
Speaking in turns and sequences
Distinguishing features in scoring L2 Chinese speaking performance
Interaction in group oral assessment
What counts as “responding”? Contingency on previous speaker contribution as a feature of interactional competence
Interactional competence
Pay Attention to the Phrasal Structures
Coding Social Interaction
The CHILDES Project
Development of Speed and Accuracy in Pragmatic Comprehension in English as a Foreign Language
Tracing Developmental Changes Through Conversation Analysis
Co-Construction
Reflections on Quantification in the Study of Conversation
Politeness
Multiple questions in oral proficiency interviews
Role-play in oral proficiency interviews
Proficiency and preference organization in second language refusals
| Citations per year | 2.5 |
|---|---|
| Citation span | 2020 - 2026 (7) |
| Highly cited | No |