Assessing Speaking in Context: Expanding the Construct and its Applications

320 Pages·2021·8.599 MB·Second Language Acquisition, 149

by  M. Rafael Salaberry, Alfred Rue Burch (eds.)

Assessing Speaking in
Context
SECOND LANGUAGE ACQUISITION
Series Editors: Professor David Singleton, University of Pannonia,
Hungary and Fellow Emeritus, Trinity College, Dublin, Ireland and
Associate Professor Simone E. Pfenninger, University of Salzburg, Austria
This series brings together titles dealing with a variety of aspects of lan-
guage acquisition and processing in situations where a language or lan-
guages other than the native language is involved. Second language is thus
interpreted in its broadest possible sense. The volumes included in the
series all off er in their diff erent ways, on the one hand, exposition and
discussion of empirical fi ndings and, on the other, some degree of theo-
retical refl ection. In this latter connection, no particular theoretical stance
is privileged in the series; nor is any relevant perspective – sociolinguistic,
psycholinguistic, neurolinguistic, etc. – deemed out of place. The intended
readership of the series includes fi nal-year undergraduates working on
second language acquisition projects, postgraduate students involved in
second language acquisition research, and researchers, teachers and policy
makers in general whose interests include a second language acquisition
component.
All books in this series are externally peer-reviewed.
Full details of all the books in this series and of all our other publications
can be found on http://www.multilingual-matters.com, or by writing to
Multilingual Matters, St Nicholas House, 31–34 High Street, Bristol BS1
2AW, UK.
SECOND LANGUAGE ACQUISITION: 149
Assessing Speaking
in Context
Expanding the Construct and its
Applications
Edited by
M. Rafael Salaberry and
Alfred Rue Burch
MULTILINGUAL MATTERS
Bristol • Blue Ridge Summit
DOI https://doi.org/10.21832/SALABE3811
Library of Congress Cataloging in Publication Data
A catalog record for this book is available from the Library of Congress.
Names: Salaberry, M. Rafael, editor. | Burch, Alfred Rue, editor.
Title: Assessing Speaking in Context: Expanding the Construct and its Applications/Edited
by M. Rafael Salaberry and Alfred Rue Burch.
Description: Bristol; Blue Ridge Summit: Multilingual Matters, [2021] | Series: Second
Language Acquisition: 149 | Includes bibliographical references and index. | Summary:
“This book takes a critical perspective of research on assessing speaking in second and
foreign languages. Chapters focus on the complexity brought about by actual interactional
competence in speaking tasks and discuss how testing and assessment models and practices
can incorporate recent research on the dynamic and situated nature of language use”—
Provided by publisher.
Identifi ers: LCCN 2021013283 (print) | LCCN 2021013284 (ebook) | ISBN 9781788923811
(hardback) | ISBN 9781788923804 (paperback) | ISBN 9781788923828 (pdf) | ISBN
9781788923835 (epub)
Subjects: LCSH: Second language acquisition. | Language and languages—Study and
teaching. | Speech—Study and teaching. | Language and languages—Ability testing.
Classifi cation: LCC P118.2 .A85 2021 (print) | LCC P118.2 (ebook) | DDC 401/.93—dc23
LC record available at https://lccn.loc.gov/2021013283
LC ebook record available at https://lccn.loc.gov/2021013284
British Library Cataloguing in Publication Data
A catalogue entry for this book is available from the British Library.
ISBN-13: 978-1-78892-381-1 (hbk)
ISBN-13: 978-1-78892-380-4 (pbk)
Multilingual Matters
UK: St Nicholas House, 31–34 High Street, Bristol BS1 2AW, UK.
USA: NBN, Blue Ridge Summit, PA, USA.
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Copyright © 2021 M. Rafael Salaberry, Alfred Rue Burch and the authors of individual
chapters.
All rights reserved. No part of this work may be reproduced in any form or by any means
without permission in writing from the publisher.
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Contents
Contributors vii
Part 1 Conceptual and Theoretical Issues
1 Assessing Speaking in Context: Expanding the Construct and
the Applications 3
M. Rafael Salaberry and Alfred Rue Burch
2 Reconceptualising Interactional Competence for Language
Testing 23
Carsten Roever and David Wei Dai
3 A Case for Nonverbal Behavior: Implications for Construct,
Performance and Assessment 50
India Plough
Part 2 Collecting and Rating Speaking Data
4 Task Instruction in OPI Roleplays 73
Alfred Rue Burch and Gabriele Kasper
5 Investigating Raters’ Scoring Processes and Strategies in
Paired Speaking Assessment 107
Soo Jung Youn and Shi Chen
6 Rating and Refl ecting: Displaying Rater Identities in
Collegial L2 English Oral Assessment 132
Erica Sandlund and Pia Sundqvist
Part 3 Designing Speaking Assessment Tests
7 Jiazhou? Is It California? Operationalizing Repair in
Classroom-based Assessment 165
Katharina Kley, Silvia Kunitz and Meng Yeh
8 Observing and Assessing Interactional Competence in
Dynamic Strategic Interaction Scenarios 192
Rémi A. van Compernolle
v
vi Assessing Speaking in Context
9 Using Social Deduction Board Games to Assess and Strengthen
Interactional Competence in ESL Learners 211
Shane Dunkle
10 Assessing Interactional Competence in Secondary Schools:
Issues of Turn-taking 237
Dagmar Barth-Weingarten and Britta Freitag-Hild
Part 4 Using New Technologies to Assess Speaking
11 Design and Implementation of a Classroom-based Virtual
Reality Assessment 265
Jayoung Song and Wei-Li Hsu
12 Operationalising Interactional Competence in
Computer-mediated Speaking Tests 283
Noriko Iwashita, Lyn May and Paul J. Moore
13 Assessing Speaking in the Post-COVID-19 Era: A Look
Towards the Future 303
M. Rafael Salaberry and Alfred Rue Burch
Index 311
Contributors
Dagmar Barth-Weingarten is Professor of Present-Day English Language
and Linguistics at the University of Potsdam (Germany). Her research
takes an interactional-linguistic perspective and centers around grammar
and prosody in everyday social interaction. More recently, it also includes
the description and assessment of interactional skills of learners of English
as a foreign language aiming to help improve teacher training.
Alfred Rue Burch is an Associate Professor at Kobe University, Japan. His
research interests include conversation analysis, discursive psychology,
second language acquisition and use, and task-based language teaching
and testing.
Shi Chen is a PhD candidate in applied linguistics at Northern Arizona
University. Her current research interests revolve around language testing
and assessment, pragmatic competence, second language speaking and
research methods. Shi received her BA in teaching Chinese as a second
language from Wuhan Institute of Technology (China) and her MA in
TESOL from the University of Southern California.
Rémi A. van Compernolle is an Associate Professor of Second Language
Acquisition and French and Francophone Studies at Carnegie Mellon
University. His research and teaching centers around extensions of cul-
tural-historical psychology to L2 development, instruction, and assess-
ment. Thematically, his work focuses primarily on sociolinguistics,
pragmatics, and interaction in L2 contexts.
David Wei Dai is a Lecturer in the Faculty of Medicine, Nursing and
Health Sciences at Monash University (Australia). His research has
focused on broadening test constructs in language assessment, drawing on
concepts in lingua franca communication, interactional competence and
second language pragmatics. David published his Masters thesis in
Language Assessment Quarterly on assessing English listening in lingua
franca contexts. He is currently completing a PhD dissertation on the
design and validation of an interactional competence test for second lan-
guage Chinese speakers.
vii
viii Assessing Speaking in Context
Shane Dunkle has been teaching ESL for over 20 years in both the United
States and Japan. He received his MA in applied linguistics in 2010 from the
University of Illinois at Chicago and is currently a language pedagogy special-
ist in the University of Chicago’s English Language Institute. His research
interest include pragmatics and intercultural communicative competence.
Britta Freitag-Hild is Professor of English Language Education at the
University of Potsdam. Her research areas include English language
teacher education, teaching literature and culture, intercultural compe-
tence and global education, as well as genre-based language learning and
developing speaking skills and language teachers’ diagnostic
competence.
Wei-Li Hsu received her PhD in second language studies at the University
of Hawai’i at Mānoa, specializing in Chinese and English as a second
language (L2), L2 assessment and L2 reading. Her research interests
include assessing L2 interactional competence, validating tests with a
communicative framework, and real-time L2 Chinese reading strategies.
Noriko Iwashita is Associate Professor in Applied Linguistics at the
University of Queensland (Australia). She has been involved in several
validation projects for speaking assessments funded by ETS, IELTS and
the British Council. In 2018, Noriko co-edited the special volume on
Revisiting the Speaking Construct for Language Testing with India
Plough (Michigan State University) and Jayanti Banerjee (Trinity College).
Gabriele Kasper is Professor of Second Language Studies at the University
of Hawai‘i at Mānoa. In her research she adopts conversation analysis to
examine the organization of social interaction among multilingual speak-
ers, with an emphasis on interaction in institutional settings.
Katharina Kley is a Lecturer in German in the Center for Languages and
Intercultural Communication at Rice University (USA). She holds a PhD
in second language acquisition from the University of Iowa. Katharina’s
research interests include classroom-based assessment, assessing speaking
and the teaching and testing of interactional competence.
Silvia Kunitz completed her PhD at the University of Illinois at Urbana-
Champaign in 2013. In her research she adopts a conversation-analytic
approach to study how students and teachers do learning/teaching/testing
as socially situated activities in and through embodied talk-in-interaction.
So far, Silvia has focused on task accomplishment in the classroom, mul-
tipart oral exams and instructed interactional competence.
Lyn May is a Senior Lecturer in TESOL at Queensland University of
Technology (Australia). Her research interests include L2 speaking
Contributors ix
assessment, interactional competence and learning oriented assessment.
Lyn has published in journals including Language Testing, Language
Assessment Quarterly and Assessment in Education: Principles, Policy
and Practice.
Paul J. Moore is convenor of the Applied Linguistics program at the
University of Queensland. His teaching and research interests include
sociocognitive perspectives on task-based interaction (FtF and online),
intercultural language teaching, and the dynamic roles of the L1 in L2
interaction. Recent publications include co-edited issues in Language
Learning & Technology and Australian Review of Applied Linguistics.
India Plough is Associate Professor in the Residential College in the Arts
and Humanities (RCAH) at Michigan State University. She teaches socio-
linguistics and is Director of the RCAH Language Profi ciency Program.
India’s research includes second language teaching, learning and assess-
ment. Her current work focuses on the role of interactional competence
and nonverbal behavior in defi ning the second language speaking
construct.
Carsten Roever is Associate Professor in Applied Linguistics at the
University of Melbourne (Australia). His teaching and research interests
include second language pragmatics, conversation analysis, quantitative
research methods and second language acquisition. Carsten is the author
of Teaching and Testing Second Language Pragmatics and Interaction: A
Practical Guide (2021, Routledge) and co-author (with Naoko Taguchi)
of Second Language Pragmatics (2017, Oxford).
M. Rafael Salaberry is Gibbs Jones Professor of Humanities in the
Department of Modern and Classical Literatures and Cultures at Rice
University. His research and teaching focus on second language acquisi-
tion and teaching, morphological, syntactic and discursive development
of tense and aspect, bilingualism and bilingual education, and educational
applications of technology.
Erica Sandlund is Associate Professor of English Linguistics at Karlstad
University (Sweden). Her research centers on social interaction in institu-
tional settings, including language testing, language teaching, rater train-
ing, performance appraisal interviews and broadcast interaction. With a
conversation analytic approach, Erica’s special interests include reported
speech, code-switching, assessments, and apologies and their receipt.
Jayoung Song received her PhD in foreign language education from the
University of Texas at Austin. Currently, she is an Assistant Professor of
Korean in the Department of Asian Studies at Pennsylvania State
University. Jayoung’s research focuses on Korean applied linguistics,
x Assessing Speaking in Context
computer-assisted language learning, intercultural communication and
second language reading, all of which she incorporates in her teaching.
Pia Sundqvist is Associate Professor of English Education at the University
of Oslo (Norway). Her main research interests are in the fi eld of applied
English linguistics, with a focus on informal language learning (extramu-
ral English and gaming), assessment of L2 oral profi ciency and English
language teaching. Pia is co-author (with Liss Kerstin Sylvén) of
Extramural English in Teaching and Learning (Palgrave, 2016).
Meng Yeh, Teaching Professor in the Center for Languages & Intercultural
Communication at Rice University (USA), specializes in language peda-
gogy, assessment, curriculum design and second language acquisition.
Her recent pedagogical research focuses on developing and evaluating
students’ interactional and pragmatic competence, as well as instructional
design and the eff ect of teaching Chinese characters and reading skills.
Soo Jung Youn is an Assistant Professor in the English Education
Department at Daegu National University of Education (Korea). Her
research interests include language testing and assessment, L2 pragmatics,
interactional competence, task-based language teaching and mixed-
methods research. Soo Jung’s research has recently been published in
TESOL Quarterly, Language Testing, System, Applied Linguistics
Review and the Journal of English for Academic Purposes.