Difference between revisions of "Hu2015"
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Revision as of 05:46, 15 December 2015
| Hu2015 | |
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| BibType | ARTICLE |
| Key | Hu2015 |
| Author(s) | Jian Hu |
| Title | Interaction in Assessment-Oriented Role Play: A Conversation Analytic Approach |
| Editor(s) | |
| Tag(s) | EMCA, Assessments, Role play, Applied, Education |
| Publisher | |
| Year | 2015 |
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| Journal | Chinese Journal of Applied Linguistics |
| Volume | 38 |
| Number | 4 |
| Pages | 472-489 |
| URL | Link |
| DOI | 10.1515/cjal-2015-0030 |
| ISBN | |
| Organization | |
| Institution | |
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Abstract
To date, only a handful of studies have investigated the interlocutor effects on peer-peer test discourse, and they focus almost exclusively on the paired format in the Cambridge speaking tests, which is mostly a discussion type collaborative task. In the oral English test administered by a Chinese university under the present study, role-play is a major test type. This study chose for analysis three out of over 100 video recordings of test takers participating in roleplay- based interaction. The author adopted conversation analysis (CA) and Young’s (2000) constructivist, practice-oriented view of interaction and competence to assist the interpretation of speech exchange throughout the interaction. It is evident from the data that learners make use of various interactional resources and employ different strategies in the assessmentbased role play. It could be tentatively concluded from the conversation analysis of the paired interaction that the interaction framework together with the participants’ strategic competence in negotiating their own interactional resources, to a great extent, determines their joint performance of the collaborative task. The configuration of pairing in terms of proficiency is found to have an impact on joint interaction performance and strategic use. The implications of the current study include: interactional competence could be more readily accessed via role play than discussion type of pair work; qualitative conversation analysis of test takers’ actual practices can reveal what quantitative methods are unable to detect, and therefore is an indispensable complement.
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