Interaction in Assessment-Oriented Role Play:A Conversation Analytic Approach  

角色扮演口试任务中的考生互动——一项应用会话分析法的测试研究(英文)

作　　者：胡坚[1] 

机构地区：[1]北京航空航天大学外国语学院

出　　处：《Chinese Journal of Applied Linguistics》2015年第4期472-489,504,共19页中国应用语言学（英文）

摘　　要：To date, only a handful of studies have investigated the interlocutor effects on peer-peer test discourse, and they focus almost exdusively on the paired format in the Cambridge speaking tests, which is mostly a discussion type collaborative task. In the oral English test administered by a Chinese university under the present study, role-play is a major test type. This study chose for analysis three out of over 100 video recordings of test takers participating in role- play-based interaction. The author adopted conversation analysis （CA） and Young＇s （2000） constructivist, practice-oriented view of interaction and competence to assist the interpretation of speech exchange throughout the interaction. It is evident from the data that learners make use of various interactional resources and employ different strategies in the assessment- based role play. It could be tentatively concluded from the conversation analysis of the paired interaction that the interaction framework together with the participants＇ strategic competence in negotiating their own interactional resources, to a great extent, determines their joint performance of the collaborative task. The configuration of pairing in terms of proficiency is found to have an impact on joint interaction performance and strategic use. The implications of the current study include： interactional competence could be more readily accessed via role play than discussion type of pair work; qualitative conversation analysis of test takers＇ actual practices can reveal what quantitative methods are unable to detect, and therefore is an indispensable complement.在测试研究方面,关于口语任务中考生与考生之间互动的研究较少,尤其是考生之间的相互影响。而有限的相关研究几乎都是关于剑桥口语测试的配对考试形式,主要是讨论型任务,还没有关于角色扮演型任务的相关研究。角色扮演是中国大学英语口语教学和测试的常见任务类型,也是本研究涉及的这所高校大规模大学英语结业口试的主要题型之一。本项目从口试录像中选取3则角色扮演进行会话分析,并采用Young(2000)的建构互动视角对考生之间互动的会话交换做出阐释。分析发现:不同口语水平的考生在口试情境的角色扮演中运用了各种交互资源并采用不同的策略;考生的互动建构能力以及协商彼此交互资源的策略能力在很大程度上决定了他们在合作口语任务中的表现;配对考生之间口语水平的匹配和差异程度与考生之间的互动表现和策略使用有一定的关系。

关 键 词：INTERACTION oral assessment role play conversational analysis interlocutor effects 

分 类 号：H319[语言文字—英语]