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Volume 59, Issue 2
  • ISSN 2451-828x
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Abstract

Abstract

Interactive listening (IL) is understood as the interactional process in which listeners not just listen and comprehend but also actively monitor the ongoing talk, display understanding of it, clarify meaning, and advance conversation. Despite its importance in L2 learning, IL does not have much presence in standardized proficiency tests. This study thus aims to develop a rating scale for assessing IL with data drawn from beginning-level L2 Chinese learners’ unscripted conversations with L1 interlocutor. Using the framework of conversation analysis, this study identifies three aspects of IL in which different groups of learners vary most distinctively, that is, 1) the variety of listener responses used; 2) the ways in which understanding and engagement are demonstrated; and 3) sequential orientation. A rating scale with specific descriptors is then proposed.

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2025-02-25
2026-03-14

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/content/journals/10.1075/csl.00051.wan
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Assessing interactive listening in beginning-level L2 Chinese
Chinese as a Second Language. The journal of the Chinese Language Teachers Association, USA 59, 175 (2024); https://doi.org/10.1075/csl.00051.wan
/content/journals/10.1075/csl.00051.wan
/content/journals/10.1075/csl.00051.wan
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  • Article Type: Research Article
Keyword(s): Chinese as a second language; interactional competence; interactive listening; language assessment; rating criteria; 中文二语习得; 互动聆听; 交际能力; 评估量表; 语言测试

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