Journal Articles
Talking to score: Impression management in L2 oral assessment and the co-construction of a test discourse genre
- Talking to score: Impression management in L2 oral assessment and the co-construction of a test discourse genre
- Language Assessment Quarterly, 7(1), 25-53, 2010
- Routledge
- 2010
-
- Hong Kong
-
- 1997.7 onwards
-
- Secondary Education
- In 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.[Copyright of Language Assessment Quarterly is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/15434300903473997]
-
- English
- Journal Articles
-
- 15434303
- https://bibliography.lib.eduhk.hk/bibs/967b0b33
- 2010-11-28
Recent Journal Articles
探究課程政策對教師遊戲教學信念的影響: 以香港兩所幼稚園教師為例Journal Articles
Educational value priorities of Chinese parents in a global city: A mixed-methods study in Hong KongJournal Articles
The construct of integrated group discussion (IGD) among undergraduate students: To what extent does group discussion performance reflect performance on IGD tasks?Journal Articles
Constructivist learning approaches do not necessarily promote immediate learning outcome or interest in science learningJournal Articles
Work–life balance among higher-education professionals in Hong Kong and Thailand during the COVID-19 pandemicJournal Articles
Healthy eating report card for pre-school children in Hong KongJournal Articles
Assessing the relationship between teacher inclusive beliefs, behaviors, and competences of students with autism spectrum disordersJournal Articles
Developing language teachers’ professional generative AI competence: An intervention study in an initial language teacher education courseJournal Articles