Collaborative turn construction in paired speaking tests across different proficiency levels

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH Classroom Discourse Pub Date : 2022-08-09 DOI:10.1080/19463014.2022.2090397
Merve Hirçin-Çoban, Betül Çimenli
{"title":"Collaborative turn construction in paired speaking tests across different proficiency levels","authors":"Merve Hirçin-Çoban, Betül Çimenli","doi":"10.1080/19463014.2022.2090397","DOIUrl":null,"url":null,"abstract":"ABSTRACT To be able to assess interactional competence (IC), which believed to be shared knowledge rather than an individual skill, talk in paired speaking tests can be analyzed. Accordingly, this study investigates how L2 speakers of English collaboratively construct turns in paired speaking tests mainly through embodied word search sequences and their relation to IC based on a dataset of 48 recorded paired speaking tests collected from a state university in Turkey. Results of the study have revealed that turn completion is mostly constructed at word level but also at sentence level for some cases. It is shown that collaborative turn construction practices vary across different proficiency levels, especially between B1 and B2. In addition to this, there are six different resources employed by interactants to receive turn completion and the higher the students’ proficiency level is, the more varied the resources they use to do so. It is also revealed that interactants almost always achieve mutual understanding following a turn completion. Findings of the study can feed into L2 assessment practices and pedagogical practices in L2 classrooms in a way that can facilitate the teaching of L2 IC.","PeriodicalId":45350,"journal":{"name":"Classroom Discourse","volume":null,"pages":null},"PeriodicalIF":1.5000,"publicationDate":"2022-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Classroom Discourse","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/19463014.2022.2090397","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

Abstract

ABSTRACT To be able to assess interactional competence (IC), which believed to be shared knowledge rather than an individual skill, talk in paired speaking tests can be analyzed. Accordingly, this study investigates how L2 speakers of English collaboratively construct turns in paired speaking tests mainly through embodied word search sequences and their relation to IC based on a dataset of 48 recorded paired speaking tests collected from a state university in Turkey. Results of the study have revealed that turn completion is mostly constructed at word level but also at sentence level for some cases. It is shown that collaborative turn construction practices vary across different proficiency levels, especially between B1 and B2. In addition to this, there are six different resources employed by interactants to receive turn completion and the higher the students’ proficiency level is, the more varied the resources they use to do so. It is also revealed that interactants almost always achieve mutual understanding following a turn completion. Findings of the study can feed into L2 assessment practices and pedagogical practices in L2 classrooms in a way that can facilitate the teaching of L2 IC.
查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
不同熟练程度配对口语测试中的合作回合建构
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 去求助
来源期刊
Classroom Discourse
Classroom Discourse EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.40
自引率
14.30%
发文量
28
期刊最新文献
Examining authorial agency in elementary children’s narratives Analysing educational dialogue around shared artefacts in technology-mediated contexts: a new coding framework The embodied nature of students’ engagement and participation during a total physical response activity Collaborative character searches in L2 Chinese peer writing: sequential design and object affordances Pursuing student response through incomplete syntax, prosody, bodily- and visuo-orthographical resources in Chinese-as-a-second-language classrooms
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1