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Setting the Group Agenda: Negotiating Deontic Rights through Directives in a Task-Based, Oral, L2, Group Assessment
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- Author(s): Stephenson, Michael (ORCID
Stephenson, Michael (ORCID 0000-0002-2626-3488 )- Language:
English- Source:
Classroom Discourse. 2020 11(4):337-365.- Publication Date:
2020- Document Type:
Journal Articles
Reports - Research - Language:
- Additional Information
- Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
- Peer Reviewed: Y
- Source: 29
- Education Level: Higher Education
Postsecondary Education - Subject Terms: Task Analysis; Discourse Analysis; Second Language Learning; Peer Relationship; Public Speaking; Second Language Instruction; Language Proficiency; Oral Language; Language Tests; Teaching Methods; Correlation; Evaluators; Groups; Video Technology; English for Academic Purposes; Foreign Countries; English (Second Language); Undergraduate Students
- Subject Terms:
- Subject Terms:
- Accession Number: 10.1080/19463014.2019.1651750
- ISSN: 1946-3014
- 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.
- Abstract: As Provided
- Publication Date: 2020
- Accession Number: EJ1275478
- Availability:
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