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Article: Talking to score: Impression management in L2 oral assessment and the co-construction of a test discourse genre

TitleTalking to score: Impression management in L2 oral assessment and the co-construction of a test discourse genre
Authors
Issue Date2010
PublisherRoutledge. The Journal's web site is located at http://www.informaworld.com/smpp/title~content=t775653669~db=all
Citation
Language Assessment Quarterly, 2010, v. 7 n. 1, p. 25-53 How to Cite?
AbstractIn recent years, the emphasis in second language (L2) oral proficiency assessment has shifted from linguistic accuracy to discourse strategies such as the ability to initiate, respond, and negotiate meaning. This has resulted in a growing interest in the discourse analysis of students' performance in different oral proficiency assessment formats. The study reported in this article represents an attempt to investigate students' discourse performance in L2 oral proficiency assessments conducted in the form of peer group interactions in Hong Kong. Forty-three female Hong Kong secondary students were involved. Findings from a qualitative discourse analysis of the students' interaction data supplemented with data from interviews and a questionnaire reveal the emergence of a test-task specific genre featuring recurrent frames of talk for task management, content delivery, and response giving. These frames were characterized by discourse features that seem to be ritualized, contrived, and colluded. Such interaction practices suggest a strong desire on the part of the students to maintain the impression of being effective interlocutors for scoring purposes rather than for authentic communication. Implications for test construct validity and the impact on the students' L2 oral proficiency development are discussed.
Persistent Identifierhttp://hdl.handle.net/10722/175473
ISSN
2015 Impact Factor: 0.976
2015 SCImago Journal Rankings: 1.065
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorLuk, Jen_US
dc.date.accessioned2012-11-26T08:58:52Z-
dc.date.available2012-11-26T08:58:52Z-
dc.date.issued2010en_US
dc.identifier.citationLanguage Assessment Quarterly, 2010, v. 7 n. 1, p. 25-53en_US
dc.identifier.issn1543-4303en_US
dc.identifier.urihttp://hdl.handle.net/10722/175473-
dc.description.abstractIn recent years, the emphasis in second language (L2) oral proficiency assessment has shifted from linguistic accuracy to discourse strategies such as the ability to initiate, respond, and negotiate meaning. This has resulted in a growing interest in the discourse analysis of students' performance in different oral proficiency assessment formats. The study reported in this article represents an attempt to investigate students' discourse performance in L2 oral proficiency assessments conducted in the form of peer group interactions in Hong Kong. Forty-three female Hong Kong secondary students were involved. Findings from a qualitative discourse analysis of the students' interaction data supplemented with data from interviews and a questionnaire reveal the emergence of a test-task specific genre featuring recurrent frames of talk for task management, content delivery, and response giving. These frames were characterized by discourse features that seem to be ritualized, contrived, and colluded. Such interaction practices suggest a strong desire on the part of the students to maintain the impression of being effective interlocutors for scoring purposes rather than for authentic communication. Implications for test construct validity and the impact on the students' L2 oral proficiency development are discussed.en_US
dc.languageengen_US
dc.publisherRoutledge. The Journal's web site is located at http://www.informaworld.com/smpp/title~content=t775653669~db=allen_US
dc.relation.ispartofLanguage Assessment Quarterlyen_US
dc.titleTalking to score: Impression management in L2 oral assessment and the co-construction of a test discourse genreen_US
dc.typeArticleen_US
dc.identifier.emailLuk, J: lukcmj@hkucc.hku.hken_US
dc.identifier.authorityLuk, J=rp00931en_US
dc.description.naturelink_to_subscribed_fulltexten_US
dc.identifier.doi10.1080/15434300903473997en_US
dc.identifier.scopuseid_2-s2.0-77949987974en_US
dc.identifier.hkuros171864-
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-77949987974&selection=ref&src=s&origin=recordpageen_US
dc.identifier.volume7en_US
dc.identifier.issue1en_US
dc.identifier.spage25en_US
dc.identifier.epage53en_US
dc.identifier.eissn1543-4311-
dc.identifier.isiWOS:000274976400002-
dc.publisher.placeUnited Statesen_US
dc.identifier.scopusauthoridLuk, J=7006777792en_US

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