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Setting the group agenda: negotiating deontic rights through directives in a task-based, oral, L2, group assessment
Classroom Discourse Pub Date : 2019-09-02 , DOI: 10.1080/19463014.2019.1651750
Michael Stephenson 1
Affiliation  

ABSTRACT

The use of group-based, task-oriented, peer interaction formats in classroom and public L2 speaking tests has grown in recent years. However, these assessments have received comparatively little attention when compared to other formats such as the oral proficiency interview (OPI). In order to better understand the local exigencies of this group-based, peer interaction format, the current paper, using a Conversation Analytic (CA) methodology, explores the mechanisms through which consequences are brought about in such highly task-oriented, collaborative discourse. In doing so, I report on examinees’ use of directives to shape the emerging interactional agenda and so negotiate deontic rights relative to their co-participants. There is a focus, in particular, on the turn design and sequential placement of these directives and, from this, it is shown how different linguistic formats correlate to a propensity for recipients to either endorse (that is, enact) or circumvent (ignore, challenge) the interactional agenda imposed by said directive. Finally, this paper discusses some of the implications these findings have in terms of learner and assessor training.



中文翻译:

设定小组议程:通过基于任务的口头,L2,小组评估中的指示,协商对宗派权利的谈判

摘要

近年来,在课堂和公共L2口语测试中,基于组,面向任务,同级交互格式的使用有所增加。但是,与其他形式(如口语能力面试(OPI))相比,这些评估受到的关注相对较少。为了更好地理解这种基于群体的对等交互格式的本地需求,当前的论文使用了一种会话分析(CA)方法,探讨了在这种高度面向任务的协作性话语中带来后果的机制。在此过程中,我报告了考生使用指令来塑造新兴的互动议程,并因此就与其共同参加者有关的宗义权利进行谈判的情况。尤其要特别注意这些指令的转弯设计和顺序放置,从这开始,它显示了不同的语言格式如何与接受者认可(即颁布)或规避(忽略,挑战)该指令施加的交互议程的倾向相关。最后,本文讨论了这些发现对学习者和评估者培训的一些影响。

更新日期:2019-09-02
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