Sandlund2022
| Sandlund2022 | |
|---|---|
| BibType | INCOLLECTION |
| Key | Sandlund2022 |
| Author(s) | Erica Sandlund |
| Title | Telling in a Test: Storytelling and Task Accomplishment in L2 Oral Proficiency Assessment |
| Editor(s) | Anna Filipi, Binh Thanh Ta, Maryanne Theobald |
| Tag(s) | EMCA, Storytelling, L2 Oral Proficiency Assessment, Task Accomplishment |
| Publisher | Springer |
| Year | 2022 |
| Language | English |
| City | Singapore |
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| Pages | 175-200 |
| URL | Link |
| DOI | 10.1007/978-981-16-9955-9_10 |
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| Book title | Storytelling Practices in Home and Educational Contexts: Perspectives from Conversation Analysis |
| Chapter | |
Abstract
Many tests of second language (L2) oral proficiency (OP) include speaking tasks designed to generate narrative talk. From an assessment perspective, frequent turn shifts and a displayed ability to understand and build upon prior talk are generally favored. As storytelling operates through a temporary suspension of ordinary mechanisms for turn-taking, tellings in tests may present challenges for test-takers as well as examiners. This study draws on a corpus of 71 recorded high-stakes tests of oral proficiency and interaction in English in Swedish compulsory school. Test-takers are Swedish 9th graders participating in the compulsory National Test of English, a paired or small group test using topic cards to prompt peer interaction. Drawing on a conversation analytic approach to test interaction and interactional competence, (Young and He, in Talking and testing: Discourse approaches to the assessment of oral proficiency, John Benjamins, (1998); Salaberry and Kunitz, in Teaching and testing L2 interactional competence: Bridging theory and practice, Routledge, (2019)), the study centres on when and how participants recruit small stories for task accomplishment by inviting, resisting, or volunteering tellings. The analysis identifies when tellings are made relevant across task types, and how these local occasionings are oriented to by test-takers. Findings point to the complexity of storytellings in test contexts, as test-takers often do not treat narratives as relevant or appropriate contributions in the institutional frame of testing.
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