A Microanalytic Perspective on Discourse, Proficiency, and Identity in Paired Oral Assessment
A Microanalytic Perspective on Discourse, Proficiency, and Identity in Paired Oral Assessment
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配对口语评估中话语、熟练程度和身份的微观分析视角
DOI：
10.1080/15434300802457513
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发表时间：
2008
影响因子：
2.9
通讯作者：
Larry Davis
中科院分区：
文献类型：
--
作者：
Anne Lazaraton;Larry Davis
与更传统的面试者-被试者安排相比，配对形式在口语测试中的日益流行引发了对其信度和效度的合理审查。尽管交际者的性别、文化/母语背景和语言水平等特征可能会影响与伴侣产生的语篇，但问题仍然是这种交际者效应是否会影响考试成绩。在这篇文章中，我们进一步考察了建构对话者效应。最初，两次大规模口语测试的成绩单数据是通过从受试者分数向后处理来定位支持这些分数的语篇特征来进行分析的；身份构成，例如，在受试者产生的语篇中和通过语篇产生的，出现了作为谈话的一个显著特征。具体地说，我们假设考生将语言水平认同带到测试任务中，这种认同是在谈话中被建构、调节和展示的。我们认为，“熟练程度”是流动的，因为它会根据我们用第二语言与谁交谈，以及我们在这种互动中带来的什么样的身份和参与的身份，而逐个轮流地发生变化。正是对话者效应的这一方面值得更多地关注。
The increasing popularity of paired format in oral testing has engendered legitimate scrutiny of its reliability and validity as compared with the more traditional interviewer–interviewee arrangement. Although characteristics such as the gender, cultural/L1 background, and language proficiency of one's interlocutor likely affects the discourse produced with a partner, the question remains whether this interlocutor effect influences scores on the test. In this article, the construct interlocutor effect is further examined. Initially, transcript data from two large-scale speaking tests were analyzed by working backward from testtaker scores to locate discourse features to support those scores; identity formulations, such as “proficient” and “competent,” as constructed in and through the discourse test takers produce, emerged as a salient feature of the talk. Specifically, we posit that a test taker brings a language proficiency identity to a test task, and this identity is constructed, mediated, and displayed in the talk. We argue that “proficiency” is fluid, in that it will shift—on a turn-by-turn basis—based on who we are talking to in a second language and what sort of identity(ies) we bring to and are mediated in that interaction. It is this aspect of the interlocutor effect that merits more attention.