Interactional Competence and the Development of Alignment Activity

2014 ◽  
Vol 98 (3) ◽  
pp. 742-756 ◽  
Author(s):  
Abby Dings
Keyword(s):  
Interactional Competence

What scores from monologic speaking tests can(not) tell us about interactional competence

2021 ◽  
pp. 026553222110033
Author(s):  
Carsten Roever ◽  
Naoki Ikeda
Keyword(s):  
Management Skills ◽  
Interactional Competence ◽  
Speaking Proficiency ◽  
Social Actions ◽  
Important Concern ◽  
Comprehensive Information ◽  
Quantitative Analyses ◽  
Toefl Ibt ◽  
Test Use ◽  
Lower Correlation

The overarching aim of the study is to explore the extent to which test takers’ performances on monologic speaking tasks provide information about their interactional competence. This is an important concern from a test use perspective, as stakeholders tend to consider test scores as providing comprehensive information about all aspects of L2 competence. One hundred and fifty test takers completed a TOEFL iBT speaking section consisting of six monologic tasks, measuring speaking proficiency, followed by a test of interactional competence with three monologues and three dialogues, measuring pragmalinguistic skills, the ability to recipient design extended discourse, and interactional management skills. Quantitative analyses showed a medium to high correlation between TOEFL iBT speaking scores and interactional scores of r = .76, though with a much lower correlation of r = .57 for the subsample most similar to a typical TOEFL population. There was a large amount of variation in interactional scores for test takers at the same TOEFL iBT speaking score level, and qualitative analyses demonstrated that test takers’ ability to recipient design their talk and format social actions appropriate to social roles and relationships was not well captured by speaking scores. We suggest potential improvements.

scholarly journals Going beyond the Text: Interactional Competence in Reading Comprehension Class

2021 ◽  
Vol 12 (4) ◽  
pp. 259-278
Author(s):  
Sabria Jawhar ◽  
Sajjadllah Alhawsawi ◽  
Steve Walsh
Keyword(s):  
Reading Comprehension ◽  
Single Case ◽  
Theoretical Perspective ◽  
Classroom Interaction ◽  
Wait Time ◽  
Engaged Learning ◽  
Sociocultural Perspective ◽  
Interactional Competence ◽  
Linguistic Resources ◽  
Pedagogical Goals

Drawing on the principles underlying conversation analysis (CA), this paper is a single case analysis of interaction in an English as a foreign language (EFL) reading comprehension classroom in Saudi Arabia. It looks at learning from a sociocultural perspective and uses constructs from this theoretical perspective. It focuses on Classroom Interactional Competence (CIC) (Walsh, 2013), showing classroom interaction features that are considered CIC. The paper reflects how an understanding of the concept can lead to more dialogic, engaged learning environments. The paper also connects CIC to teachers’ ability to manipulate simple classroom interactional resources to make the teaching process more effective. The paper demonstrates how teachers can induce CIC by utilizing interactional techniques, such as relaxing the mechanism and speed through which turns are taken or given, use of active listenership devices, extending wait time, and use of open-ended questions to expand topics under development. The paper argues that those techniques will help teachers, as evidenced from the cited examples, further enhance classroom participation so that it is convergent with their pedagogical goals. Finally, the paper has pedagogical implementations as it sheds light on techniques that help promote classroom interaction as an indication of learning among students with limited linguistic resources.

Multifaceted competence requirements in care homes: Ethical and interactional competence emphasized

2017 ◽  
Vol 38 (1) ◽  
pp. 48-58 ◽  
Author(s):  
Outi Kiljunen ◽  
Tarja Välimäki ◽  
Pirjo Partanen ◽  
Päivi Kankkunen
Keyword(s):  
Older People ◽  
Registered Nurses ◽  
Delphi Study ◽  
Care Home ◽  
Care Homes ◽  
Interactional Competence ◽  
Licensed Practical Nurses ◽  
Modified Delphi ◽  
Practical Nurses ◽  
Care For Older People

Nurses need versatile competence to care for older people in care home settings. A modified Delphi study was conducted to identify competencies registered nurses and licensed practical nurses need to care for older people in care homes. A total of 38 panelists consisting of experienced professionals in clinical and managerial roles were recruited to identify types of competencies these nurses require. In total, 80 competencies for licensed practical nurses and 81 competencies for registered nurses were identified as necessary. This study has shown that licensed practical nurses are required to have similar competencies to registered nurses in care homes. Nurse managers, nurse educators, and policy makers should pay more attention, to nurses’ work requirements, especially for licensed practical nurses, and support nurses to meet the needs of older people living in care homes.

What constitutes professional communication in aviation: Is language proficiency enough for testing purposes?

2018 ◽  
Vol 35 (3) ◽  
pp. 403-426 ◽  
Author(s):  
Hyejeong Kim
Keyword(s):  
Language Proficiency ◽  
Limited English Proficiency ◽  
Rating Scale ◽  
Professional Knowledge ◽  
Oral Communication ◽  
Air Traffic ◽  
Professional Communication ◽  
Civil Aviation ◽  
Air Traffic Controller ◽  
Interactional Competence

This paper aims to identify what aviation experts consider to be the key features of effective communication by examining in detail their commentary on a 17-minute segment of recorded radiotelephony discourse between a Russian pilot and a Korean air traffic controller. The segment was played to three practising pilots and three air traffic controllers. Their commentary on the qualities of communication displayed in the interaction was recorded and coded thematically, using a grounded ethnography approach. The analysis revealed that although the Russian pilot was viewed as having limited English proficiency, the strategies he used to make himself understood were evaluated positively as fulfilling the requirements of the professional role. By contrast, the Korean air traffic controller, although not evaluated as having limited proficiency, was criticized for his lack of professional knowledge. The discourse analysis and the feedback given by these expert informants highlight not only the nature of the miscommunication arising in unexpected situations, but also the multiple factors that may contribute to it. While language proficiency is clearly an issue, there are many other sources of miscommunication that emerge during the exchange. These findings are used to critique the narrow, language-focused oral proficiency construct as articulated in the holistic descriptors and the rating scale stipulated by the International Civil Aviation Organization (ICAO, 2010) as the basis for tests of aviation English worldwide. Instead the paper proposes an expanded construct of oral communication incorporating elements of professional knowledge and behaviour with a focus on interactional competence specific to this context.

‘Awww, she is feeding you’

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Yumei Gan
Keyword(s):  
Young Children ◽  
Communication Technology ◽  
Family Communication ◽  
Communication Technologies ◽  
Mediated Communication ◽  
Interactional Competence ◽  
Naturally Occurring ◽  
Very Young Children ◽  
The People ◽  
Engagement And Disengagement

Undertaking a video call with very young children can pose significant challenges, as children may wander away or fail to pay attention to the people on the screen. Previous studies have provided important insights into how adults try various strategies to engage young children in such video calls. Less attention has been paid, however, to the children’s perspective: how children orient themselves toward video-mediated communication technologies and the nature of these mediated interactions. Based on 56 recorded hours of naturally occurring video calls between migrant parents and the very young children (aged 8–36 months) they leave behind in China, this article examines how these children spontaneously display engagement and disengagement during a video call. This study highlights children’s interactional competence in engaging with the mediated format of interactions. Very young children can deploy various communicative resources that orient towards the affordance of video-mediated communication technology, such as manoeuvring the camera direction and initiating feeding and showing sequences. The analyses also illustrate that young children actively achieve disengagement in video calls through the artful use of language, body and the material world. These findings contribute to understanding children’s situated practices with digital technology in family communication, and how children are active interlocutors who guide the adults’ actions in moment-by-moment unfolding interactions.

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