Applied Pragmatics - Volume 5, Issue 2, 2023

The contributions to this Special Issue employ conversation analysis to illustrate how detailed analysis of language use can lead to the identification of assessable features of second/foreign language Interactional Competence (L2 IC) and the development of institutional testing instruments and practices. L2 IC has been the focus of much research at the intersection of social interaction and second language acquisition. It has also been treated as a construct in the field of language assessment. However, scholars in each research branch have just begun to collaborate systematically. This Special Issue furthers this collaboration, connecting research on L2 IC in diverse learning contexts with practical questions regarding the assessment of individual learners. It adopts a dialogic ‘full paper–commenting paper’ structure: Four empirical papers are each paired with invited commentaries that provide critical discussion and a complementary view of the topics the full papers address. The final discussion papers take a broader perspective on the complex nature of L2 IC and assessment and propose ways to productively move forward. Besides introducing the notion of L2 IC and each individual contribution, this introductory article explains the rationale behind the Special Issue in relation to current research.

L2 frameworks, such as the Common European Framework of Reference for Languages, describe expected linguistic abilities at different levels of L2 development. These frameworks, and the assessment rubrics they inform, only peripherally address how L2 speakers respond to informings in interaction. Through responses interactants show their understanding of, and stance toward, a previous informing. In question-answer sequences in which a participant requests new information, the response to the answer may additionally reveal the questioning participant’s orientation to the answer in terms of its fit with the question. Responses to informings are thus a site of important interactional work. In our paper, we draw on the notion of ‘Interactional Competence’ and propose a conversation-analytic approach to assessing L2 speakers’ responses to elicited informings in German in question-answer sequences. We analyze L2 speakers’ use of tokens (e.g., oh, okay, wirklich) in sequentially third position in dyadic, video-mediated everyday conversations with L1 speakers, as, in the turns following the third-position token, participants make visible their understanding of the token. We thereby attempt to describe how competent an L2 speaker’s use of a third-position token is. We end our paper by using our findings to make recommendations for language assessment frameworks and rubrics.

This study examines how L2 learners of English at different pragmatic performance levels implement requests during role-play assessment interaction. In doing so, the role of grammar-for-interaction as validity evidence of assessing interactional competence is explicated. Using qualitative and quantitative data, the following research questions are investigated: (a) How do learners use grammar differently depending on the role-play request situations they are engaged in?; (b) To what extent are learners’ role-play performance levels associated with the ability to use context-sensitive grammar when co-constructing request sequences? The data come from a database of 102 L2 English learners’ role-play interactions with 45 hours of recorded interaction in total. The role-play assessment tasks include various real-life communicative situations, such as requests designed for specific interlocutors in a university context. Using conversation analysis, the role-play interactions at different performance levels were analyzed. Sequential analyses showed that higher-level learners utilized diverse grammatical formats that are sensitive to their sequential positions and contingencies associated with requests. As quantitative evidence, the relationship between selected grammatical constructions and the learners’ role-play performance levels determined by trained raters was examined. With this, I discuss the role of grammar-for-interaction in defining and assessing interactional competence.

This paper is positioned at the interface of second/foreign language (L2) assessment and Conversation Analysis-Second Language Acquisition (CA-SLA). It explores challenges of ratability in assessing interactional competence (IC) from three dimensions: an overview of the conceptual and terminological convergence/divergence in the CA-SLA and L2 assessment literature, a micro-analytic Conversation Analysis of test-taker interactions, and the operationalisation of IC construct features in rating scales across assessment contexts. It draws insights from these dimensions into a discussion of the nature of the IC construct and the challenges of IC ratability, and concludes with suggestions on ways in which insights from CA research can contribute to addressing these issues.

Interactional competence (IC) is a crucial component of teaching and assessing speaking in second/foreign languages in general. However, SLA research based on Conversation Analysis (CA) has shown that IC is a complex phenomenon, and while a qualitative approach to assessing IC is needed, it is time-consuming. At the same time, assessment in the foreign-language classroom has to be both manageable for teachers and it should provide learners with reliable and supportive feedback about their specific strengths and weaknesses. This paper offers some solutions for these issues. It will draw on previous proposals in CA to employ generic organizations of practice as a way to manage the complexity of the IC concept. Second, it will show how one of these organizations – action accomplishment – can be operationalized for assessment purposes in public-school classrooms. This includes a discussion of the CEFR Companion’s approach to ‘action’. Finally, it will present a possible rubric for action accomplishment. Our approach to assessing will be illustrated through the analysis of a sample role play with two foreign-language learners from a corpus of 14 2–4 minute role plays, recorded with beginning-to-intermediary-level learners of English as a foreign language in two German secondary schools.