The overarching aim of the study is to explore the extent to which test takers’ performances on monologic speaking tasks provide information about their interactional competence. This is an important concern from a test use perspective, as stakeholders tend to consider test scores as providing comprehensive information about all aspects of L2 competence. One hundred and fifty test takers completed a TOEFL iBT speaking section consisting of six monologic tasks, measuring speaking proficiency, followed by a test of interactional competence with three monologues and three dialogues, measuring pragmalinguistic skills, the ability to recipient design extended discourse, and interactional management skills. Quantitative analyses showed a medium to high correlation between TOEFL iBT speaking scores and interactional scores of r = .76, though with a much lower correlation of r = .57 for the subsample most similar to a typical TOEFL population. There was a large amount of variation in interactional scores for test takers at the same TOEFL iBT speaking score level, and qualitative analyses demonstrated that test takers’ ability to recipient design their talk and format social actions appropriate to social roles and relationships was not well captured by speaking scores. We suggest potential improvements.

这项研究的总体目标是探索应试者在单语演讲任务中的表现在多大程度上提供有关其互动能力的信息。从测试使用的角度来看，这是一个重要的问题，因为涉众倾向于将测试分数视为提供有关L2能力各个方面的全面信息。一百五十名应试者完成了TOEFL iBT口语部分，包括六项单项任务，评估了口语水平，然后测试了三项独白和三项对话的互动能力，评估了实用语言能力，接受者设计延伸话语的能力以及互动性管理技巧。定量分析显示，TOEFL iBT口语分数和r的互动分数之间具有中等至高度的相关性= 0.76，尽管子样本的r = .57的相关性低得多，与典型的TOEFL人群最为相似。在相同的TOEFL iBT口语成绩水平上，应试者的互动分数存在很大差异，定性分析表明，应试者没有能力很好地抓住接受者设计自己的谈话并安排适合于社交角色和人际关系的社交行为的能力。通过口语分数。我们建议潜在的改进。