ABSTRACT

What happens when students cannot answer teachers’ questions in oral examinations? This study investigates how teachers manage students’ insufficient answers in disciplinary oral competence exams (DOCEs) in the secondary school context. Using conversation analysis, we show that teachers either pursue an answer by reformulating it and providing more topic information or abandon the original question and move on to a new sequence by creating contiguity and defusing negative implications. Pursuing provides additional opportunities to answer but does not necessarily enable students to provide quality answers. Abandoning means that students lose a chance to display knowledge, but it does provide an opportunity to answer another question. The study contributes to the understanding of managing trouble displays in non-standardized test talk and specifies interactional practices used to manage insufficient responses. It also reveals the dilemmas that teachers must solve in real-time examinations.

摘要

学生在口试中不能回答老师的问题怎么办？本研究调查教师如何在中学背景下管理学生在学科口语能力考试 (DOCE) 中答案不足的情况。使用对话分析，我们表明教师要么通过重新制定答案并提供更多主题信息来寻求答案，要么放弃原来的问题并通过创造连续性和化解负面影响而转向新的序列。追求提供了额外的回答机会，但不一定能让学生提供高质量的答案。放弃意味着学生失去了展示知识的机会，但它确实提供了回答另一个问题的机会。该研究有助于理解在非标准化测试谈话中管理故障显示，并指​​定用于管理不充分响应的交互实践。这也揭示了教师在实时考试中必须解决的困境。