The reciprocal nature of spoken interaction means that participants constantly alternate between speaker and listener roles. However, listener or recipient actions—also known as interactive listening (IL)—are somewhat underrepresented in language tests. In conventional listening tests, they are not directly assessed. In speaking tests, they have often been overshadowed by an emphasis on production features or subsumed under broader constructs such as interactional competence. This article is an effort to represent the rich IL phenomena that can be found in peer interactive speaking assessments, where the candidate–candidate format and discussion task offer opportunities to elicit and assess IL. Taking a close look at candidate discourse and nonverbal actions through a conversation analytic approach, the analysis focuses on three IL features (i) listenership displays, (ii) contingent responses, and (iii) collaborative completions, and unpacks their relative strength in evidencing listener understanding. This article concludes by making a case for revisiting the role of IL, calling for more explicit inclusion of IL in L2 assessment as well as pedagogy.

中文翻译：

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不要充耳不闻：评估交互式听力的案例

口语交互的互惠性质意味着参与者不断地在说话者和听者角色之间交替。然而，听者或接受者的行为——也称为交互式听力 (IL)——在语言测试中的代表性不足。在传统的听力测试中，它们不会被直接评估。在口语测试中，它们经常被对生产特征的强调所掩盖，或者被包含在更广泛的结构中，例如交互能力。这篇文章试图代表在同伴互动口语评估中可以找到的丰富的 IL 现象，其中候选人 - 候选人格式和讨论任务提供了引发和评估 IL 的机会。通过对话分析方法仔细研究候选话语和非语言行为，分析侧重于三个 IL 特征 (i)听众显示，(ii)或有反应，和 (iii)协作完成，并解开它们在证明听众理解方面的相对优势。本文最后提出了重新审视 IL 作用的案例，呼吁将 IL 更明确地纳入 L2 评估和教学法中。