Assessment of Interactional Competence in L2 German: Integrating an innovative rubric to help language teachers effectively evaluate pragmatics

Abstract

Research on the development of second language (L2) interactional competence (IC) has shown that IC is vital for L2 speakers' participation in the social world of the L2 and thus an important aspect of pragmatic competence. To date, however, there is little work on the education of future language teachers in the assessment of their learners' IC. More specifically, there is no research on language teachers' experiences using a rubric that focuses on specific interactional sequential features. We address this gap by presenting a study on training L2 German instructors to assess German response tokens — e.g., achso or echt. Building on a prior study on L2 German students' use of response tokens, this paper presents a study on devising a new, specific IC rubric on response tokens. By having L2 instructors use this new IC rubric, we show the advantages and disadvantages of the rubric concentrated around response tokens. Moreover, by collecting L2 instructors’ feedback via survey data on their experience, opinions, and concerns, we illustrate the importance of integrating response tokens into rubrics. We conclude the paper by considering pedagogical implications for language teacher education. The findings show that language instructors need input on the interactional function of response tokens and that instructors view assessing L2 interaction using a sequentially focused rubric as generally positive.