Test taker-initiated repairs in an English oral proficiency exam for international teaching assistants.
This paper is a conversation-analytic examination of video-recorded interactions between questioners and test takers during an English oral proficiency exam for international teaching assistants (ITAs). We focus on the test takers' repair strategies identified in our data, and describe how distinct...
| Publicado en: | Text & Talk Vol. 35; no. 2; pp. 237 - 263 |
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| Autores principales: | , |
| Formato: | Artículo |
| Publicado: |
De Gruyter
Mar2015
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=102395823&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 102395823 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 18607330 24KP jtl: Text & Talk issn: 18607330 maglogo: N pubinfo: dt: Mar2015 vid: 35 iid: 2 pid: 1734 pub: De Gruyter artinfo: ui: 102395823 10.1515/text-2014-0036 ppf: 237 ppct: 26 formats: tig: atl: Test taker-initiated repairs in an English oral proficiency exam for international teaching assistants. aug: au: Kim, Stephanie Hyeri Innhwa Park affil: Assistant Professor of Linguistics/TESL, California State University, Northridge Department of Languages and Cultures, West Chester University, West Chester, PA, USA su: English language ability testing Employment of foreign teachers Spoken English Oral communication Open plan schools Hearing disorders sug: subj: English language ability testing Employment of foreign teachers Spoken English Oral communication Open plan schools Hearing disorders keyword: conversation analysis international teaching assistant oral proficiency exam reformulation repair repetition ab: This paper is a conversation-analytic examination of video-recorded interactions between questioners and test takers during an English oral proficiency exam for international teaching assistants (ITAs). We focus on the test takers' repair strategies identified in our data, and describe how distinct repair strategies influence the repair solution in the next turn. The test takers' open-class repair initiator (e.g., "sorry?") is likely to be treated as a hearing problem, and thus is responded to with the questioners' repetition of the question. In contrast, the test takers' targeted repair initiator (e.g., "what do you mean by x?") is likely to be treated as an understanding problem, and thus is responded to with the questioners' reformulation of the question. This reformulation generally helps the test takers successfully respond to the question despite the initial understanding problem. The findings have implications for teaching oral communication skills to ITAs, repair strategies in particular. They also contribute to improving performance- based oral proficiency exam by introducing different sequential trajectories that emerge from problems in hearing or understanding. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 2015 holdings: @attributes: islocal: N |
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