MANAGING TASK-RELATED TROUBLE IN L2 ORAL PROFICIENCY TESTS: CONTRASTING INTERACTION DATA AND RATER ASSESSMEN

Аннотация

The present study takes as an empirical point of departure the nature of interaction in second language speaking tests. We examine the relationship between ratings of students’ performance in an oral proficiency test and the social practice of conducting ‘test talk’. Using conversation analysis, our focal point is how students in peerdriven test interactions manage trouble related to the task-at-hand.